How socio-emotional learning in physical education curriculum affects student well-being: a moderated mediation analysis

IntroductionSocio-emotional learning (SEL) has been increasingly recognized as a key contributor to students’ well-being, particularly when integrated into school curricula such as physical education (PE). Drawing on the CASEL framework, Self-Determination Theory, and Ecological Systems Theory, this study examines how SEL embedded in PE influences student well-being, focusing on the mediating roles of emotional regulation and peer relationship quality, as well as the moderating effect of school