Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds¶
Claim · All claims
Evidence · 1 study · reviewr3·q3
Currency · newest study 2023 · checked against its sources 2026-10-21 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Across the 91 reviewed studies, higher SECs were mostly associated with higher student engagement and lower disengagement, with similar results for middle, high school and university students from different backgrounds. → 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
q3 · i? · review · r3
The review's own synthesis of 91 included studies (92879 youth students, ages 10–25, published 2004–2020) found that "SECs are positively associated with SE and negatively associated with disengagement". No pooled effect size was reported.
"Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds"
Discussion¶
Learner Variables¶
- Emotional Intelligence — predictor: learners who differ on it differ in outcomes
- Social Awareness and Relationship Skills — predictor: learners who differ on it differ in outcomes
Related Claims¶
- Emotional engagement is the most studied dimension of student engagement in SEC–SE research, largely surpassing multidimensional SE studies — related
- Research on SECs and engagement is unevenly distributed across the five CASEL domains, concentrating on self-management, self-awareness and relationship skills — related
- Some SECs show no association with engagement dimensions in individual studies, including emotion regulation with behavioural engagement and intentional self-regulation compensation — reports the opposite
- Longitudinal studies suggest reciprocal associations between some SECs and student engagement over time — related
- Social-emotional factors, including low academic self-efficacy and self-management, are related to rapid guessing behavior — related
- Learners' task-specific self-efficacy beliefs predict whether they initiate, persist through, and recover from difficulty on academic tasks. — related
- Personal resources have a reciprocal relationship with study resources and relate to engagement and achievement — related
- At domain level, teachers' responsible decision-making shows the largest observed relationship with students' SEC, and students' relationship skills the strongest with teachers' SEC — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
secs-positively-associated-student-engagement |
title |
Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds |
description |
Most studies show social and emotional competencies are positively associated with student engagement and negatively associated with disengagement across school levels and backgrounds |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
source_checked |
2026-10-21 |
generated |
by process:wiki-ingest on 2026-10-21 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — anabela-caetano-santos-2023 |
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