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Autor/inn/en | Santos, Anabela Caetano; Arriaga, Patrícia; Daniel, João R.; Cefai, Carmel; Melo, Márcia H. S.; Psyllou, Agoritsa; Shieh, Jin-Jy; Schutte, Nicola; Furtado, Crispiniano; David, Celso H.; Azevedo, Manecas C.; Andreou, Eleni; Simões, Celeste |
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Titel | Social and Emotional Competencies as Predictors of Student Engagement in Youth: A Cross-Cultural Multilevel Study |
Quelle | In: Studies in Higher Education, 48 (2023) 1, S.1-19 (19 Seiten)Infoseite zur Zeitschrift
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Zusatzinformation | ORCID (Santos, Anabela Caetano) ORCID (Arriaga, Patrícia) ORCID (Daniel, João R.) ORCID (Cefai, Carmel) ORCID (Melo, Márcia H. S.) ORCID (Psyllou, Agoritsa) ORCID (Shieh, Jin-Jy) ORCID (Schutte, Nicola) ORCID (Furtado, Crispiniano) ORCID (David, Celso H.) ORCID (Azevedo, Manecas C.) ORCID (Andreou, Eleni) ORCID (Simões, Celeste) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0307-5079 |
DOI | 10.1080/03075079.2022.2099370 |
Schlagwörter | Behavior Problems; Child Behavior; Screening Tests; Learner Engagement; Social Development; Emotional Development; Competence; Socioeconomic Influences; Unemployment; College Students; Foreign Countries; Geographic Location; Cross Cultural Studies; Young Adults; Angola; Australia; Brazil; Cabo Verde; Greece; Malta; Mozambique; Portugal; Taiwan; Strengths and Difficulties Questionnaire |
Abstract | 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. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |