The Roles of Social-Emotional Development, Academic Grit and Subjective Well-Being in Primary School Students’ Reading-Writing Motivation

Abstract

This study aims to evaluate the roles of social-emotional development, academic grit and subjective well-being in reading-writing motivation. Altogether 582 fourth-grade primary school students were sampled and invited to complete four different scales. The findings are: (1) Social-emotional development is correlated with reading-writing motivation, academic grit and subjective well-being. (2) Academic grit and subjective well-being play full mediating role in the relationship between social-emotional development and reading-writing motivation. (3) Although social-emotional development can be high in line the proposed model, the students with low academic grit and subjective well-being might have low reading-writing motivation. Practice or Policy: The results may provide a contribution for programs that could be prepared in relation to in these fields.

Acknowledgments

This article has been written within the scope of the author’s PhD dissertation study.

Disclosure statement

The authors report no declarations of interest.

Authors’ contributions

KB carried out all process.

Additional information

Funding

The authors report no funding.