Social and emotional competencies as predictors of student engagement in youth

A Cross-Cultural Multilevel Study

Dados Bibliográficos

ID4098461
AutoresAnabela Caetano Santos (0000-0001-7963-8397, University of Lisbon, autor correspondente), Patricia Arriaga (0000-0001-5766-0489, ISCTE – Instituto Universitário de Lisboa (IUL), CIS-IUL, Lisboa, Portugal), João R Daniel (0000-0001-6609-2014, ISPA - Instituto Universitário), Carmel Cefai (0000-0001-7666-5306, University of Malta), Márcia Helena Da Silva Melo (0000-0002-2061-1832, Universidade de São Paulo), Agoritsa Psyllou (0000-0002-0811-7671, University of Thessaly), Jin-Jy Shieh (0000-0002-4634-2351, University of Macau), Jin‐Jy Shieh (University of Macau), Nicola Schutte (0000-0002-3294-7659, University of New England, Armidale, Australia), Celso Furtado (0000-0003-0006-8243, University of Cape Verde), Celso H David (0000-0003-4721-4287, Instituto Superior de Ciências da Educação de Benguela, Universidade Katyavala Bwila, Benguela, Angola), Maria Cândida Azevedo (0000-0003-4736-9908, Universidade Rovuma, Nampula, Mocambique), Eleni Andreou (0000-0002-5692-9017, University of Thessaly), Celeste Simões (0000-0003-0229-1422, University of Lisbon)
Ano2023
Volume48
Fascículo1
Páginas1-19
Data de publicação2023-01-02
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoStudies in Higher Education (JOURNAL)
Identificadores do periódicoISSN: 0307-5079 • E-ISSN: 1470-174X
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075079.2022.2099370
OpenAlexW4284967492
IdiomaEN
Citações recebidas16
Referências citadas67

Student engagement research in university students has been scarce, despite its major positive role on performance, degree completion and mental health. Social and emotional competencies, which are currently called twenty-first-century skills, exert some impact on student engagement in youth. Since engagement is cultural-sensitive, individual (social and emotional competencies) and cross-cultural (human developmental index and unemployment rate) characteristics were examined in association with student engagement in youth. This study included 2,092 participants from nine countries/regions, aged between 17 and 27 years (M = 21.52, SD = 2.27), mostly cisgender woman (n = 1,035, 68.7%) and undergraduate (n = 1,401, 96.2%). Data were collected using a cross-sectional online survey that included the Student Engagement Scale, the Emotional Skills and Competence Questionnaire, and the prosocial behaviour/resources subscale of the Strengths and Difficulties Questionnaire. Multilevel-models showed that social and emotional competencies were relevant predictors of student engagement independently of the country-level variables. Moreover, student engagement varied with country/region human development and unemployment rate, with students from higher developed countries/regions and lowered unemployment reporting lower engagement. This study reinforces the need to implement evidence-based social and emotional learning programmes in universities worldwide, as well as public policies that can influence engagement and protect youth

Developmental psychology · Economic growth · Emotional competence · Emotional intelligence · Mental health · Multilevel model · Pedagogy · Political science · Prosocial behavior · Social engagement · Student engagement · Unemployment · Youth unemployment · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Psychology · Social Psychology · Youth Development and Social Support