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Studies in Higher Education Volume 48, 2023 - Issue 1
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Articles

Social and emotional competencies as predictors of student engagement in youth: a cross-cultural multilevel study

Anabela Caetano Santosa Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal;b Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, Portugal;c ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Lisboa, Portugal;d Laboratório de Pesquisa e Prevenção em Educação e Saúde (LaPPES), Instituto de Psicologia, Universidade de São Paulo, São Paulo, BrasilCorrespondence[email protected]
ORCID Iconhttps://orcid.org/0000-0001-7963-8397View further author information
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Patrícia Arriagac ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Lisboa, PortugalORCID Iconhttps://orcid.org/0000-0001-5766-0489View further author information
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João R. Daniele William James Center for Research, ISPA – Instituto Universitário, Lisbon, PortugalORCID Iconhttps://orcid.org/0000-0001-6609-2014View further author information
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Carmel Cefaif Centre for Resilience & Socio-Emotional Health, University of Malta, Msida, MaltaORCID Iconhttps://orcid.org/0000-0001-7666-5306View further author information
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Márcia H. S. Melod Laboratório de Pesquisa e Prevenção em Educação e Saúde (LaPPES), Instituto de Psicologia, Universidade de São Paulo, São Paulo, BrasilORCID Iconhttps://orcid.org/0000-0002-2061-1832View further author information
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Agoritsa Psylloug Department of Primary Education, Faculty of Primary Education, University of Thessaly, Volos, GreeceORCID Iconhttps://orcid.org/0000-0002-0811-7671View further author information
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Jin-Jy Shiehh Faculty of Education, University of Macau, MacauORCID Iconhttps://orcid.org/0000-0002-4634-2351View further author information
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Nicola Schuttei University of New England, Armidale, AustraliaORCID Iconhttps://orcid.org/0000-0002-3294-7659View further author information
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Crispiniano Furtadoj Grupo disciplinar de Matemática e Estatística, Faculdade de Ciências e Tecnologias, Universidade de Cabo Verde, Praia, Cabo VerdeORCID Iconhttps://orcid.org/0000-0003-0006-8243View further author information
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Celso H. Davidk Instituto Superior de Ciências da Educação de Benguela, Universidade Katyavala Bwila, Benguela, AngolaORCID Iconhttps://orcid.org/0000-0003-4721-4287View further author information
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Manecas C. Azevedol Universidade Rovuma, Nampula, Mocambique;m Centro de Investigação em Estudos da Criança (CIEC), Universidade do Minho, PortugalORCID Iconhttps://orcid.org/0000-0003-4736-9908View further author information
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Eleni Andreoug Department of Primary Education, Faculty of Primary Education, University of Thessaly, Volos, GreeceORCID Iconhttps://orcid.org/0000-0002-5692-9017View further author information
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Celeste Simõesa Departamento de Educação, Ciências Sociais e Humanidades, Faculdade de Motricidade Humana, Universidade de Lisboa, Lisboa, Portugal;b Instituto de Saúde Ambiental (ISAMB), Faculdade de Medicina, Universidade de Lisboa, Lisboa, PortugalORCID Iconhttps://orcid.org/0000-0003-0229-1422View further author information
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Pages 1-19 | Published online: 08 Jul 2022

Citations (8)

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Read on this site (3)

Yirong Guo, Bingna Xu, Bei Lyu & Chunping Chen. (2024) How social and emotional skills affect Chinese college student engagement in high-impact educational practices: a moderated mediation model. Studies in Higher Education 0:0, pages 1-20.
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Jing Fang, Ruibo Xie, Wan Ding, Jiayi Li, Die Wang & Weijian Li. (2024) Teacher’s invisible hands—the association between teacher-student relationship and subjective happiness among left-behind children: the chain mediating roles of resilience and learning engagement. Educational Psychology 44:1, pages 40-58.
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Elisabeth F. Klinkenberg, Melissa Versteeg & Rutger F. Kappe. Engagement and emotional exhaustion among higher education students; a mixed-methods study of four student profiles. Studies in Higher Education 0:0, pages 1-15.
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Articles from other publishers (5)

Xiaona Xia & Wanxue Qi. (2024) The construction of knowledge graphs based on associated STEM concepts in MOOCs and its guidance for sustainable learning behaviors. Education and Information Technologies.
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Eli Vibeke Eriksen, Lene Vestad, Edvin Bru & Simona C. S. Caravita. (2023) Social competencies, classroom relationships, and academic engagement: A latent change score modeling approach among lower secondary school students. Social Psychology of Education 27:2, pages 435-459.
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Xiaona Xia & Wanxue Qi. (2024) Driving STEM learning effectiveness: dropout prediction and intervention in MOOCs based on one novel behavioral data analysis approach. Humanities and Social Sciences Communications 11:1.
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Gülay Öztüre Yavuz, Gökhan Akçapınar, Hatice Çıralı Sarıca & Yasemin Koçak Usluel. (2024) Investigating features that play a role in predicting gifted student engagement using machine learning: Video log and self-report data. Education and Information Technologies.
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Sayehnaz Saniei Abadeh, Ilnaz Sajjadian & Mansoureh Bahramipour Esfahani. (2023) Effectiveness of Schema Therapy on Emotion Regulation and Social Competence in Children with Disruptive Mood Dysregulation Disorder. Pajouhan Scientific Journal 21:3, pages 213-223.
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