The study conducted by Balayar and Langlais (2024) represents a relevant contribution to educational psychology and the field of subjective well-being, by investigating how socio-emotional competences (SECs) relate to happiness, considering the moderating role of mindfulness, social media engagement (SME) and cultural orientation. Using a binational sample composed of emerging adults from Nepal and the United States (N = 224), the research highlights complex relationships between psychological, behavioral and cultural factors that shape the subjective experience of well-being.
From a conceptual point of view, the SECs were operationalized based on the Collaborative for Academic, Social, and Emotional Learning (CASEL) model, which encompasses five domains: self-awareness, self-regulation, social awareness, relationship skills, and responsible decision-making. These domains are fundamental for the development of cognitive and affective skills that support healthy interpersonal interactions and self-reflection, essential for psychological flourishing. Happiness, in turn, was considered as a multidimensional subjective construct, including both hedonic (pleasure, satisfaction) and eudaimonic (personal fulfillment, existential meaning) components, which lends robustness to the theoretical analysis of the research.
The data demonstrated that both socioemotional skills (β = 0.38; p < 0.001) and mindfulness (β = 0.39; p < 0.001) are positively associated with happiness, corroborating previous hypotheses that emotional self-regulation and conscious presence in the present moment are linked to well-being. However, neither mindfulness nor SME significantly moderated the relationship between SECs and happiness, contrary to initial expectations. This suggests that these variables influence happiness directly and not as modulators of the effectiveness of socioemotional skills.
One particularly interesting finding is the role of cultural orientation as a moderator in the association between SECs and happiness. North American participants with high levels of SEC reported greater happiness, while among Nepalese participants, this relationship was attenuated. This cultural difference reflects distinctions between individualistic cultures (in which well-being is often associated with autonomy and self-actualization) and collectivist cultures (where social harmony and belonging play a central role in the experience of happiness). Cultural influence, therefore, is not a peripheral but rather a structural factor in understanding the relationship between socioemotional skills and subjective well-being.
Additionally, social media engagement was negatively associated with happiness, especially among North American participants, indicating that excessive social media use may compromise emotional balance and negatively affect the perception of well-being. Although SME did not moderate the relationship between SECs and happiness, the data reinforce that its influence should not be overlooked, given its direct impact and its role in the modern social context.
The methodological analysis also deserves to be highlighted. The application of hierarchical regression and moderation tests with samples from different cultural contexts allowed for a detailed exploration of the main effects and interactions between the variables, even recognizing important limitations, such as the self-reporting bias in the instruments used and the cross-sectional nature of the study, which prevents causal inferences.
In practical terms, the results suggest that interventions aimed at strengthening socio-emotional skills and practicing mindfulness can have a direct positive effect on happiness, especially in contexts where self-concept and individual agency are valued. However, programs developed in collectivist cultures should consider relational and community factors as central mediators of well-being.
In conclusion, the work of Balayar and Langlais (2024) provides a solid empirical basis for understanding how intrapersonal and contextual variables interact in promoting happiness. The integration of socio-emotional skills, mindfulness, and cultural factors offers a promising lens for personalized interventions in mental health and emotional education, especially in times marked by hyperconnectivity and global challenges to psychological well-being.
Reference:
BALAYAR, Bhoj; LANGLAIS, Michael. Socioemotional competencies and happiness: the moderation of mindfulness and social media engagement for emerging adults. Academia Mental Health and Well-Being, v. 1, 2024. Available at: https://doi.org/10.20935/MHealthWellB7436. Accessed on: 17 June. 2025.
