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ORIGINAL RESEARCH article
Front. Psychol.
Sec. Cognitive Science
Volume 16 - 2025 | doi: 10.3389/fpsyg.2025.1526065
Social Skill Training and Children's Cognitive Concentration in Rural China: The Mediating Effect of Social Information Processing Skills
Provisionally accepted- 1School of Humanities and Social Sciences, Xi’an Jiaotong University, Xi’an, China
- 2Brown School, Washington University in St. Louis, St. Louis, Missouri, United States
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The cognitive concentration refers to the learning orientation of children, encompassing the skills, attitudes, and behaviors exhibited by children in their pursuit of knowledge. Enhancing children's cognitive concentration through targeted social skills training holds notable importance for improving their classroom performance and academic achievement. Drawing upon the social information processing (SIP) theory and the large-scale trial "Let's Be Friends (Shaanxi)" program with a randomized controlled experimental design, we employed structural equation modeling (SEM) to analyze the impact mechanism through which social skills training influences children's cognitive concentration and examine the mediating effect by SIP skills. The findings revealed that social skills training significantly enhances both children's SIP skills and cognitive concentration. SIP skills fully mediate the relationship between social skills training and children's cognitive concentration. Furthermore, this mediating effect is more pronounced in enhancing boys' cognitive concentration compared to girls.
Keywords: Social skills training, Social Information Processing Skills, Cognitive concentration, Mediating effect, Rural China
Received: 11 Nov 2024; Accepted: 08 Apr 2025.
Copyright: © 2025 Li, Peng, Sun and Guo. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Shenyang Guo, School of Humanities and Social Sciences, Xi’an Jiaotong University, Xi’an, China
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