This cross-sectional study aimed to investigate how perceived social-emotional competencies (SECs), relationship skills, emotional regulation, and the ability to structure schoolwork at school and at home were associated with academic efficacy belief (AEB) and emotional distress among 1142 Norwegian eighth-grade students. The students answered an Internet-based questionnaire during school hours. Structural equation modeling was used to assess the paths of associations. In the structural model, AEB was treated as an intermediate variable predicted by the other SECs and as a predictor of emotional distress. Perceived relationship skills, emotional regulation, and the ability to structure schoolwork showed moderate to strong associations with AEB. AEB showed a strong association with emotional distress, whereas relationship skills and emotional regulation showed a moderately strong association with emotional distress. The results suggest that all SECs play a role in AEB, whereas high AEB, good perceived ability for emotional regulation, and relationship skills are linked to less emotional distress. Good perceived relationship skills, emotional regulation, and structuring of schoolwork were more strongly related to less emotional distress among females. Moreover, emotional regulation and structuring of schoolwork were more strongly associated with AEB for females. These findings may indicate that these SECs may be more essential to emotional well-being among female adolescent students.

这项横断面研究旨在调查1142挪威人中感知的社交情绪能力（SEC），关系技能，情绪调节以及在学校和在家中进行功课的能力与学习效能信念（AEB）和情绪困扰如何相关八年级学生。学生们在上课时间回答了基于互联网的调查问卷。使用结构方程建模来评估关联路径。在结构模型中，AEB被视为其他SEC预测的中间变量和情绪困扰的预测因子。感知的人际交往能力，情绪调节和安排功课的能力显示出与AEB的中等至强烈关联。AEB与情绪困扰有很强的联系，而人际关系技能和情绪调节与情绪困扰之间存在中等程度的关联。结果表明，所有SEC都在AEB中起作用，而较高的AEB，良好的感知情绪调节能力和关系技巧与较少的情绪困扰相关。良好的感知交际能力，情绪调节和课业安排与女性较少的情绪困扰更为密切相关。此外，女性的AEB与情绪调节和学校作业的结构更紧密相关。这些发现可能表明，这些SEC对于女性青少年学生的情绪健康可能更为重要。良好的感知情绪调节能力，以及与人交往的能力，可以减少情绪困扰。良好的感知交际能力，情绪调节和课业安排与女性较少的情绪困扰更为密切相关。此外，女性的AEB与情绪调节和学校作业的结构更紧密相关。这些发现可能表明，这些SEC对女性青少年的情绪健康可能更为重要。良好的感知情绪调节能力，以及与人交往的能力，可以减少情绪困扰。良好的感知交际能力，情绪调节和课业安排与女性较少的情绪困扰更为密切相关。此外，女性的AEB与情绪调节和学校作业的结构更紧密相关。这些发现可能表明，这些SEC对女性青少年的情绪健康可能更为重要。情绪调节和课业安排与女性的AEB密切相关。这些发现可能表明，这些SEC对女性青少年的情绪健康可能更为重要。情绪调节和课业安排与女性的AEB密切相关。这些发现可能表明，这些SEC对女性青少年的情绪健康可能更为重要。