Pressure to perform as a mediator between social and emotional competence, academic buoyancy, and emotional well-being

Social and emotional competence (SEC) has been introduced into Taiwan’s primary and secondary education to improve emotional regulation, prosocial behavior, and academic outcomes. However, large-scale studies on its links with performance pressure, academic buoyancy, and emotional well-being (EWB) are scarce. This study examined SEC’s impact on academic buoyancy and EWB, focusing on the mediating role of pressure to perform in examinations. Using a short-term longitudinal design, data were collected twice over a 20-week semester from 638 junior high school students (51.4% male; Mage = 13.78). Structural equation modeling showed SEC predicted academic buoyancy more strongly than EWB. Pressure to perform significantly mediated the SEC–buoyancy link, suggesting socially competent students may be more sensitive to peer expectations, increasing stress and reducing buoyancy. No mediation was found for EWB. Pressure to perform correlated positively with interpersonal SEC components. Findings highlight the complex interplay of socioemotional skills and academic pressure, supporting targeted SEL interventions.