(Special Issue) Examining Predictors and Outcomes of Social Emotional Learning With Children of New Immigrants in Taiwan
Author: Bei-Lu Tseng (Department of Education, National Kaohsiung Normal University)
Vol.&No.：Vol. 70, No. 3
Date：September 2025
Pages：321-349
DOI：https://doi.org/10.6209/JORIES.202509_70(3).0009
Abstract：
Research Motivation and Purpose
Taiwan’s demographic landscape is undergoing a significant shift with the growing population of children from new immigrant families, now exceeding 278,000 and constituting Taiwan’s fifth-largest ethnic group. The Ministry of Education has highlighted that these children face unique social, life, and career-related pressures. This international and educational challenge underscores the urgent need for research addressing their specific emotional needs and cultural characteristics. The present study is motivated by the critical need to support the holistic career development of new residents’ children through a culturally responsive framework, aligning with the multicultural understanding and cultural agency emphasized in Taiwan’s 108 Curriculum.
This research also draws upon the shared priorities of the 108 Curriculum, the American School Counselor Association (ASCA), and the National Career Development Association (NCDA) in promoting social-emotional learning (SEL), career development, and community relationships. While international studies have demonstrated positive correlations between career adaptability, sense of community, and SEL, there remains a notable scarcity of empirical research in Taiwan, particularly concerning this population.
Literature Review
Career adaptability, defined as the psychological resources and coping abilities that individuals employ to navigate career transitions and challenges (Savickas, 2013), is theorized to foster SEL. Empirical evidence indicates a positive correlation between career adaptability and social-emotional skills among adolescents (Bacanlı & Salman, 2024), with career counseling interventions utilizing adaptability to enhance clients’ social and emotional competencies (Stauffer et al., 2014). This suggests that greater career adaptability may equip new residents’ children with the emotional regulation and social skills required for effective SEL, leading to Hypothesis 1: Career adaptability has a significant positive influence on new residents’ children’s SEL.
Career adaptability is also conceptually linked to a sense of community. Rooted in individual psychology, a high sense of belonging is associated with robust coping resources (Stoltz et al., 2013). Career adaptability can facilitate social integration and foster a sense of belonging (Savickas, 2013). Research further emphasizes that a sense of community– encompassing belonging, cooperation, and mutual contribution– is a critical psychological resource that enhances an individual’s capacity to navigate career transitions (Sharf, 2021). Accordingly, Hypothesis 2 posits: Career adaptability has a significant positive influence on new residents’ children’s sense of community.
The concept of a sense of community, or social interest, is intrinsically connected to SEL. It entails empathy, belonging, and collaboration for the common good (Frank & Shoshana, 2019), aligning with Hoffman’s (2007) theory of empathy development, which describes the progression from self-centeredness to altruism. For marginalized groups such as new immigrant’s children, belonging is a crucial predictor of social-emotional health (Castro-Kemp et al., 2020), whereas a lack of community engagement can hinder emotional adjustment (Saunders & Roy, 1999). Thus, Hypothesis 3 states: A sense of community has a significant positive influence on new immigrant’s children’s SEL.
Finally, this study proposes a mediation model. While career adaptability may directly influence SEL, prior literature suggests that a sense of community may function as a critical mediator (Magruder, 2012; Savickas, 2013). Career adaptability fosters a positive life outlook and career construction, which in turn cultivates a sense of community and a willingness to contribute. This sense of community, characterized by empathy and cooperation, then facilitates SEL competencies. This mediating process is especially relevant in multicultural contexts, where adaptability and social connectedness are essential for psychological well-being. Thus, Hypothesis 4 posits: A sense of community mediates the positive relationship between career adaptability and SEL on new immigrant’s children.
Research Method
This study employed a questionnaire survey to examine the predictors and outcomes of SEL among children of Southeast Asian immigrant parents in Taiwan, focusing on career adaptability, sense of community, and SEL. Structural equation modeling (SEM) was used to test hypothesized paths among latent constructs. Participants were upper elementary to high school students with one parent who was a new immigrant. A stratified cluster sampling method was applied, using schools as the sampling units. Taiwan was divided into northern, central, and southern regions according to the National Development Council’s classification, and schools were stratified by educational level.
Data were analyzed using SPSS 26.0 for descriptive statistics, independent-sample t tests, and correlations, and AMOS 22.0 for confirmatory factor analysis and SEM fit indices. A total of 1,628 valid responses were obtained, ensuring both geographic and educational representativeness.
Research Findings
Descriptive statistics indicated that participants reported moderately high levels of career adaptability, sense of community, and SEL. All three constructs were significantly and positively correlated, with no multicollinearity detected. Discriminant validity was established, confirming the distinctiveness of the constructs.
SEM results indicated an acceptable model fit, with most indices exceeding recommended thresholds, supporting the hypothesized relationships. Mediation analysis using Hayes’ PROCESS macro with 5,000 bootstrapped samples confirmed that all four hypotheses were supported. Career adaptability had a significant direct effect on SEL, and sense of community significantly mediated this relationship. The indirect effect was substantial (standardized effect = .304), underscoring the importance of sense of community in transmitting the influence of career adaptability on SEL.
Discussion and Suggestion
Findings revealed that career adaptability exerted a significant positive direct effect on SEL among children of new immigrants, consistent with Savickas’ (2013) career construction theory. Greater adaptability enhanced self-awareness, self-management, and responsible decision-making, as well as social awareness and relationship skills– competencies crucial for navigating cultural differences and identity challenges. Career adaptability also showed a strong positive effect on sense of community, in line with Adler’s (1958) Individual Psychology and lifestyle theory, which emphasize the role of confidence and control in fostering belonging, cooperation, and contribution.
Sense of community directly and positively predicted SEL highlighting the role of belonging and empathy in emotional regulation and prosocial behavior (Bettner, 2023; Hoffman, 2007). Moreover, sense of community mediated the relationship between career adaptability and SEL, aligning with prior research (Arslan et al., 2022; Oliveira et al., 2023). This mediating role suggests that supportive social environments can transform adaptability into tangible SEL outcomes, particularly for culturally diverse students.
Based on these findings, interventions should integrate career adaptability training into SEL programs, emphasizing goal setting, decision-making, and resilience alongside empathy-building and cooperative learning. Schools should cultivate inclusive communities to strengthen belonging and peer support, thereby enhancing the benefits of adaptability for SEL. Policy initiatives should develop targeted guidance programs for immigrant youth, explicitly addressing both career planning and social connectedness to optimize academic, emotional, and social outcomes.
Keywords：social emotional learning, children of new immigrants, Taiwan