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Task Performance 
Report on the Study of Social and Emotional Skills of 

Chinese Adolescents (I) 

Xingyuan Gao, Hongyan Chen, Jie Wu, & Jingzhong Huang 

East China Normal University, Shanghai 200241, China 

ASK performance is greatly significant in the field of education. The 

OECD defines Task Performance as the ability to function based on 

conscientiousness in the “Big Five” personality domains. People with 

high Task Performance tend to also have significant conscientiousness. In 

other words, they are more self-controlled, more responsible, and more per-

sistent. As a result, they focus well on tasks and earn better grades. Task Per-

formance includes self-control, responsibility, and perseverance. 

The study surveyed 3,647 10-year-old students and 3,621 15-year-old 

students in Suzhou (China) on their Task Performance by using self-

assessment questionnaires, parent surveys, and teacher evaluation. 

The main results of the study are as follows: 

The Overall Status of Task Performance 

In general, Suzhou (China) students’ self-assessment of Task Performance is 

higher on average than their international peers (and significantly higher than 

the international average of 500 points). The 10-year-olds also rated their 

Task Performance higher than the 15-year-olds. 

After calculating the Pearson correlation coefficients among self-control, 

responsibility, perseverance, and 12 sub-abilities of other four abilities under 

task ability, it became clear that responsibility was the most correlated with 

perseverance (the 10-year-olds r = 0.72; the 15-year-olds = 0.72), followed 

by self-control and perseverance (the 10-year-olds r = 0.66; the 15-year-olds 

r = 0.60). In relation to other abilities, perseverance, and empathy (the 10- 

 

 

 

 
 

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BECE, Vol.9, No.1, 2021 1198 

year-olds r = 0.67), sense of responsibility, perseverance and cooperation (r = 

0.67; r = 0.69), perseverance was highly correlated with curiosity (the 10-

year-olds r = 0.69). 

To further explore whether students with high Task Performance also 

perform well in other abilities, this study further explores whether high-level 

students in the top 25% of self-control, responsibility, and perseverance can 

also become the top 25% of high-level students with other abilities. The re-

sults showed that, in the 10-year-old group, the proportion of the students 

with high self-control in the four items of trust, happiness, courage, and vital-

ity was less than 50%. In the 15-year-old group, the proportion of students 

with high self-control in 10 items of high ability, such as resistance to pres-

sure, optimism, empathy, trust, cooperation, tolerance, creativity, teamwork, 

determination, and vitality, is less than 50%. In the 10-year-old group, the 

proportion of students with a high sense of responsibility in the three high 

abilities (trust, happy group, and courage) is less than 50%. In the 15-year-

old group, the proportion of students with a high sense of responsibility scor-

ing high in resistance to pressure, optimism, emotion control, trust, tolerance, 

creativity, cheerfulness, determination, and vitality, is less than 50%. In the 

10-year-old group, the proportion of the students with a high perseverance in 

trust, teamwork and determination was less than 50%. In the 15-year-old 

group, the proportion of students with a high perseverance in resisting pres-

sure, tolerance, fun, and determination was less than 50%. Overall, the pro-

portion of students scoring high in different abilities was higher in the 10-

year-old group than in the 15-year-old group. The only exception was that 

the high-grit 15-year-olds had a higher proportion of high conscientiousness 

than the 10-year-olds. 

In terms of the age difference, according to the self-assessment results, 

the 10-year-olds were more competent than the 15-year-olds in all Task Per-

formances, especially the sense of responsibility. Teacher evaluations 

showed that 10-year-olds outperformed 15-year-olds in both conscientious-

ness and perseverance. Parents’ evaluations showed that the 15-year-olds 

outperformed the 10-year-olds in all Task Performances. 

In terms of gender difference, the 10-year-old girls were significantly 

more than boys in self-control (p = 0.01), sense of responsibility (p < 0.01) 

and perseverance (p = 0.01). Among the 15-year-olds, boys’ self-control (P < 

0.01) and perseverance (p < 0.01) were significantly higher than girls’. As 

for effect size, the differences were low, to the extent that even in the 15-

year-old group with the highest effect size, the Cohen’s SD was only 0.22. 

In terms of the difference between urban and rural areas, all students in 

the central urban schools are significantly more than the rural students in 

self-control (p < 0.01), sense of responsibility (p < 0.01), and perseverance (p 

< 0.01). From the perspective of effect size, differences in ability were low, 

and the highest effect size derived from the sense of responsibility and perse-

verance in the 10-year-old group (Cohen’s SD = 0.23). 

The research in the educational environments themselves mainly ex-

plores the differences between general high school and vocational high 



 

BECE, Vol.9, No.1, 2021 1199 

school among 15-year-old students. The results show that the boys in ordi-

nary high school have higher self-control than those in vocational high 

school. In other indicators, there was no significant difference between boys 

and girls, ordinary high school students, and vocational high school students. 

Predictive Variable Analysis of Task Perfor-

mance 

This study selected variables related to student questionnaires and teacher 

questionnaires so as to form background variables, individual factors, family 

upbringing, teacher factors, and school factors. It adopted multiple linear re-

gressions to explore five major factors affecting students’ Task Performance. 

In terms of background variables, the study found that at age 10, Gender 

(female) (p < 0.01, β = 0.02, 0.05, 0.02), family possession (p < 0.01, β = 

0.27, 0.22, 0.27) and family book collection (p < 0.01, β = 0.08, 0.12, 0.10) 

were all positive and significant effects on students’ self-control, sense of re-

sponsibility and perseverance. Month age had a positive and significant ef-

fect on self-control (p < 0.01, r = 0.02). Home equipment had a negative and 

significant effect on perseverance (p < 0.01, β = -0.01). In the 15-year-old 

group, monthly age (p < 0.01, β = 0.03, 0.03, 0.02), parental education (p < 

0.01, β = 0.05, 0.03, 0.03), family ownership (p < 0.01, β = 0.17, 0.14, 0.20), 

and family book collection (p < 0.01, β = 0.07, 0.08, 0.08) positively and 

significantly affected students’ self-control, sense of responsibility and per-

severance. Gender (female) (p < 0.01, β = -0.14, -0.04, -0.12) for all sub-

abilities and home devices (p < 0.01, β = -0.03, -0.03) had a negative and 

significant effect on self-control and perseverance. 

In terms of the student variable, the study found that in the 10-year-old 

group, The individual factors of students included security (p < 0.01, β = 

0.23, 0.23, 0.29), friendship (p < 0.01, β = 0.13, 0.17, 0.16), friends with 

good habits (P < 0.01, β = 0.19, 0.20, 0.21), and indoor activity time (p < 

0.01, β = 0.02, 0.03, 0.02), outdoor activity time (p < 0.01, β=0.03, 0.07, 0.06) 

and growth thinking (p < 0.01, β = 0.03, 0.05, 0.05) had positive and signifi-

cant effects on students’ self-control, responsibility and perseverance. At the 

same time, high expectations of friends (p < 0.01, β = -0.01, -0.01) had a 

negative and significant effects on sense of responsibility and perseverance, 

friendly classmates on perseverance (p < 0.01, β = -0.01), and extensive so-

cial relations (p < 0.01, β = -0.02) had negative and significant effects on 

self-control. Time spent online (p < 0.01, β = -0.04, -0.07, -0.05) had a nega-

tive and significant effect on self-control, responsibility and perseverance. In 

the 15-year-olds group, the individual factors of students included security (p 

< 0.01, β = 0.11, 0.20, 0.28), friendship (p < 0.01, β=0.10, 0.14, 0.12), good 

habit friends (p < 0.01, β = 0.14, 0.13), classmate friendliness (p < 0.01, β = 

0.05, 0.05, 0.02), extensive social relationships (p < 0.01, β = 0.04, 0.02, 

0.04), indoor activity time (p < 0.01, β = 0.03, 0.05, 0.07), outdoor activity 

time (p < 0.01, β = 0.05, 0.06, 0.07) and growth thinking (p < 0.01, β = 0.09, 

0.11, 0.12) had positive and significant effects on students’ self-control, re-



 

BECE, Vol.9, No.1, 2021 1200 

sponsibility and perseverance. Comparatively, high expectations of friends (p 

< 0.01, β =-0.02) had a negative and significant effect on sense of responsi-

bility. Time spent online (p < 0.01, β = -0.08, -0.10, -0.13) also had a nega-

tive and significant effect on self-control, responsibility and perseverance. 

For the teacher variable, in the 10-year-old group, Age of teaching (p < 

0.01, β = 0.04, 0.01, 0.01), educational background (p < 0.01, β = 0.01, 0.02, 

0.03), frequency of participation in social and emotional ability training (p < 

0.01,β=0.05, 0.02, 0.04), and teacher-student relationship (p <  .01, β = 0.18, 

0.19, 0.20) had positive and significant effects on students’ task ability. 

Among them, the teacher-student relationship had the most positive influence. 

Teachers’ high expectations (p < 0.01, β = 0.04, 0.01) had a positive and sig-

nificant effect on self-control and responsibility, though it did not have a pos-

itive effect on perseverance. The chance to participate in training related to 

social and emotional competence (p < 0.01, β = -0.02, -0.02, -0.02) had a 

negative and significant effect. In the 15-year-old group, the teacher-student 

relationship (p < 0.01, β = 0.15, 0.20, 0.20) had the largest positive and sig-

nificant influence, while the teacher’s teaching age and their training oppor-

tunities had no significant influence on any of the sub-abilities. Teacher 

training frequency (p < 0.01, β = -0.02, -0.01, -0.01) had a negative and sig-

nificant effect on all sub-abilities. 

In terms of the school variables, in the 10-year-old group, school be-

longing (p < 0.01, β = 0.26, 0.32, 0.33), school cooperation atmosphere (p < 

0.01, β = 0.15, 0.17, 0.17) and off-campus activities (p < 0.01, β = 0.07, 0.08, 

0.11) had positive and significant effects on students’ task ability. School be-

longing had the greatest positive impact. Bullying (p < 0.01, β = -0.03, -0.01) 

had a negative and significant effect on self-control and perseverance. Re-

sults among 15-year-olds were similar to those for the 10-year-olds. Among 

them, school belonging (p < 0.01, β = 0.13, 0.27, 0.29) and school coopera-

tion atmosphere (p < 0.01, β = 0.12, 0.11, 0.13) had the most positive and 

significant influences. Additionally, school bullying (p < 0.01, β = -0.09, -

0.05, -0.05) had a negative and significant effect. 

In terms of family variables, in the 10-year-old group, considerate 

mother (p < 0.01, β = 0.08, 0.12, 0.13), punishment mother (p < 0.01, β = 

0.05, 0.05, 0.05), considerate father (p < 0.01, β = 0.12, 0.11, 0.14), and high 

parental expectations (p < 0.01, β = 0.15, 0.13, 0.13) positively and signifi-

cantly affected students’ self-control, sense of responsibility and persever-

ance. Paternity problems (p < 0.01, β = -0.15, -0.13, -0.15) had a negative 

and significant effect on all child abilities, while punitive fathers (p < 0.01, β 

= -0.02, -0.02) had a negative and significant effect on conscientiousness and 

perseverance. In the 15-year-old group, considerate mothers (p < 0.01, β = 

0.09, 0.10, 0.09), considerate (p < 0.01, β = 0.10, 0.13, 0.14), punishment fa-

thers (p < 0.01, β = 0.03, 0.07, 0.07), and high parental expectations (p < 

0.01, β = 0.09, 0.11, 0.12) positively and significantly affected students’ self-

control, as well as their sense of responsibility and perseverance. Parent-child 

problems (p < 0.01, β = -0.12, -0.16, -0.22) had a certain negative and signif-

icant impact on self-control, sense of responsibility, and perseverance, while 



 

BECE, Vol.9, No.1, 2021 1201 

punitive mothers (p < 0.01, β = -0.03, -0.02, 0.02) had a negative and signifi-

cant impact on self-control and sense of responsibility, but they positively 

and significantly affected perseverance. 

Task Performance and Life 

This study further used multiple linear regression to explore how students’ 

Task Performance affects students’ academic achievement and educational 

expectations, global consciousness, social relationships (whether they are 

close to family, close to others), health, quality of life (happiness, satisfaction, 

test anxiety) and other life outcomes. 

In the categories of achievement and educational expectations, in the 

10-year-old group, self-control and sense of responsibility positively and sig-

nificantly affect students’ expectations of Chinese, Mathematics, Art, and 

Education. Perseverance also has a positive and significant effect on Mathe-

matics, Art, and Educational expectations, but the positive effect on Chinese 

achievement is insignificant. The results for the 15-year-olds were incon-

sistent with those for the 10-year-olds. Self-control has a positive and signifi-

cant effect on achievement in Chinese and educational expectation but has an 

insignificant negative effect on one’s achievement in Mathematics. It also 

has a negative and significant effect on Art. Responsibility had a positive and 

significant effect on a student’s achievement in Art, but an insignificant neg-

ative effect on Math and Language achievement. It had an insignificant 

though positive effect on Educational expectations. 

In terms of global consciousness, the three sub-abilities of Task Perfor-

mance had positive and significant effects on global consciousness in both 

10-year-old and 15-year-old groups. Among them, self-control has the great-

est influence. 

In terms of test anxiety, in the 10-year-old group, self-control, sense of 

responsibility and perseverance has positive and significant effects on stu-

dents’ happiness and satisfaction. They have negative and significant effects 

on test anxiety. In other words, it seems that high task ability improves stu-

dents’ satisfaction and happiness but also relieves their test anxiety. There is 

a difference in the influence of self-control between the 15-year-old and 10-

year-old groups. Self-control has a negative and significant effect on the 

happiness of the 15-year-old group, and a positive and significant effect on 

test anxiety, but no significant effect on satisfaction. 

In terms of social relationships, in the 10-year-old group, Task Perfor-

mance has a positive and significant impact on closeness to family members 

and others. Of these, perseverance has the greatest influence. The situation 

differed somewhat in the 15-year-olds group. Although the sense of respon-

sibility, and perseverance had a positive and significant effect on closeness to 

family and other people, self-control had a negative and significant effect. 

Encouraging adolescents to develop good Task Performance, according 

to the evidence, plays an extremely important role in the formation and de-

velopment of students’ self-control, sense of responsibility and perseverance. 



 

BECE, Vol.9, No.1, 2021 1202 

School educators must realize that Task Performance is at least as important 

as cognitive ability for academic achievement and long-term quality devel-

opment among students. Educational policymakers should consider how to 

provide resources for social and emotional skills education to parents of all 

classes, as well as encourage them to participate in improving students’ Task 

Performances. Educational researchers should strive to make breakthroughs 

in social and emotional competence in education research going forward and 

thereby establish the most suitable way for the development of the task com-

petence of Chinese teenagers. 

 

 

Source: Journal of East China Normal University (Educational Sciences), 2021, 

39(09):33-46. 

 

Correspondence to:  

Jingzhong Huang 
East China Normal University 

Shanghai 200241 

China 
Email: zjhuang@dedu.ecnu.edu.cn  

 
Conflict of Interests: None. 

Doi: 10.15354/bece.21.rp031 

 

mailto:zjhuang@dedu.ecnu.edu.cn

