Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents
Permanent link
https://hdl.handle.net/10037/24618Date
2022-01-04Type
Journal articleTidsskriftartikkel
Peer reviewed
Abstract
This cross-sectional study examined the links of social-emotional
competencies (SECs: emotional regulation, relationship skills, and
planning of schoolwork) with emotional well-being (EWB) and academic
engagement (behavioral and emotional) among 1085 lower secondary
school students. A latent structural model was tested using Mplus. The
model specified the SECs as the independent variables, EWB as the
intermediate variable, and behavioral and emotional engagement as
the dependent variables. In line with hypotheses, the SECs showed
statistically significant links with EWB; the strongest for emotional
regulation. In addition, EWB was significantly associated with both
dimensions of academic engagement and planning of schoolwork was
directly associated with the engagement variables. The findings support
the notion that EWB is linked to academic engagement and that SECs,
especially emotional regulation can promote academic engagement via
EWB. Yet, skills in planning schoolwork emerged as the SECs with the
greatest likely potential for promoting academic engagement among
adolescent students.
Publisher
RoutledgeCitation
Eriksen EVE, Bru LE. Investigating the Links of Social-Emotional Competencies: Emotional Well-being and Academic Engagement among Adolescents. Scandinavian Journal of Educational Research. 2022Metadata
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