How socio-emotional learning in physical education curriculum affects student well-being: a moderated mediation analysis.

Introduction: Socio-emotional learning (SEL) has been increasingly recognized as a key contributor to students' well-being, particularly when integrated into school curricula such as physical education (PE). Drawing on the CASEL framework, Self-Determination Theory, and Ecological Systems Theory, this study examines how SEL embedded in PE influences student well-being, focusing on the mediating roles of emotional regulation and peer relationship quality, as well as the moderating effect of school climate. Methods: Data were collected from 452 high school students (aged 14-18) across three provinces in China using validated self-report measures. Confirmatory factor analysis (CFA) was conducted to establish construct validity, followed by multilevel path modeling to test a moderated mediation model. Results: Results indicated that SEL was significantly associated with student well-being through emotional regulation in a manner consistent with the hypothesized indirect relationship, whereas peer relationship quality did not serve as a significant mediator. Moreover, the indirect effect of SEL on well-being via emotional regulation was significantly moderated by school climate, with stronger effects observed in more supportive environments. Bootstrapping analyses confirmed a significant total indirect effect through emotional regulation, while the pathway via peer relationships remained non-significant. Discussion: These findings are consistent with the view that emotional regulation represents an important psychological pathway associated with the relationship between SEL in PE and student well-being, and that a positive school climate enhances this effect. The study underscores the importance of integrating SEL within supportive school contexts to optimize its impact on adolescent well-being.