Social–emotional architecture of adolescent success: a mixed-methods investigation of social–emotional learning pathways in Chinese secondary education

Introduction: This study investigates the relationship between social–emotional learning (SEL) competencies and online addictive behaviors among Chinese adolescents, using the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework as a conceptual foundation. Methods: Drawing on a mixed-methods design, quantitative data were collected from 664 secondary students across 12 cities with a 63- item SEL questionnaire, and qualitative insights were obtained through semistructured interviews with 20 students. Results: Exploratory factor analysis identified a robust 12-factor structure that aligned with key SEL constructs; thematic analysis highlighted the interconnected nature of emotional regulation, relationship quality, and behavioral control in adolescents’ daily lives, while structural equation modeling confirmed significant pathways linking self-awareness, self-management, and social awareness to reduced online addictive behaviors, mediated by academic stress, interpersonal functioning, and mental health. Discussion: Findings underscore the protective role of SEL competencies in fostering digital resilience, academic engagement and psychosocial well-being, suggesting social and mental factors are greater determinants of problematic behavior than academic stress. This study provides one of the first empirical models linking SEL and digital behavior in a non-Western context, offering theoretical extensions to the CASEL model and practical guidance for school-based interventions. Implications for curriculum development and policy emphasize the urgent need to integrate SEL into national education strategies to support adolescent development in the digital era.