Some SECs show no association with engagement dimensions in individual studies, including emotion regulation with behavioural engagement and intentional self-regulation compensation¶

Claim · All claims
Evidence · 1 study · review r3 · q2
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? In Raval et al. (2018), emotion regulation showed no association with behavioural engagement; in Bryce et al. (2020), the compensation subscale of intentional self-regulation was not associated with engagement dimensions for middle or high school students. → Anabela Caetano Santos 2023

Evidence¶

Anabela Caetano Santos 2023¶

Anabela Caetano Santos, Celeste Simões, Márcia H.S. Melo, Margarida F. Santos, Iara Freitas, Cátia Branquinho, Carmel Cefai, Patrícia Arriaga. (2023). A systematic review of the association between social and emotional competencies and student engagement in youth. Educational Research Review. https://doi.org/10.1016/j.edurev.2023.100535

q2 · i? · review · r3

Cross-sectional study of 450 Indian high school students reported in the review's Table 2: "Emotion regulation showed no association with BE (p = ns)". Bryce et al. (2020) similarly found compensation "was not associated with engagement dimensions" (p = ns).

"Emotion regulation showed no association with BE (p = ns)."

Discussion¶

Learner Variables¶

• Affect Regulation — predictor: learners who differ on it differ in outcomes
• Emotional Intelligence — predictor: learners who differ on it differ in outcomes
• Self-Regulation — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Longitudinal studies suggest reciprocal associations between some SECs and student engagement over time — related
• Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds — reports the opposite