Peran Iklim Sekolah Terhadap Kompetensi Sosial Emosional Pada Siswa SMA

Abstract

Social-emotional competence is an essential ability for senior high school students in managing emotions, stress, and academic as well as social demands during adolescence. School climate is viewed as a social context that facilitates the development of social-emotional competence through interactions within the school environment. This study aimed to examine the role of school climate in predicting students’ social-emotional competence. A total of 531 eleventh- and twelfth-grade students in Medan City were selected using a convenience sampling technique. Data were collected using the School Climate Questionnaire and the Social Emotional Competence Questionnaire (SECQ). Data analysis employed simple linear regression applied to the overall school climate score and separately to each school climate dimension. The results indicated that overall school climate significantly predicted students’ social-emotional competence (r = 0.450, R² = 0.202, F(1,529) = 134.0, p < .001). Rule clarity and peer connectedness emerged as the most consistently contributing dimensions. In addition, gender showed a significant negative effect on the self-management dimension, whereas school type did not demonstrate a significant effect. These findings highlight school climate as an important contextual factor in supporting students’ social-emotional development.