Exploring the effects of student leadership on higher vocational students’ social and emotional competence: an empirical study from China

Abstract

Objective This study examined the relationship between student leadership and social and emotional competence among higher vocational students, and explored the mediating roles of teacher-student interaction, peer interaction, and learning engagement. Methods Survey data were collected from 1,895 higher vocational students in Hubei Province, China. Propensity score matching was used to reduce observable selection bias between students with and without leadership roles, and bootstrap mediation analyses were used to test the indirect pathways. Results Students holding leadership roles reported higher social and emotional competence than matched students without leadership roles. Teacher-student interaction, peer interaction, and learning engagement all showed significant mediating roles, with learning engagement showing the largest indirect effect. Conclusion Student leadership is positively associated with higher vocational students’ social and emotional competence. The findings suggest that leadership roles may function not only as symbolic status, but also as role practice involving communication, coordination, and engagement.