3 documents found, page 1 of 1
A systematic review of the relationship between social and emotional competenci...
Santos, A. C.; Simões, C.; Melo, M. H. S.; Santos, M.; Freitas, I.; Branquinho, C.; Cefai, C.; Arriaga, P.Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in 10 to 25 years old students. The review followed PRISMA guidelines. Nine databases were searched fo...
Emotion regulation and student engagement: Age and gender differences across ad...
Santos, A. C.; Simões, C.; Cefai, C.; Freitas, E.; Arriaga, P.Research has documented the role of emotions in learning and emotion regulation for student engagement (SE). However, knowledge regarding the predictive power of emotion regulation strategies (ERSs) on SE at different age-groups was lacking. Also, our study aimed to provide data on ERSs use based on age and gender since findings are mixed. This cross-sectional study included a representative sample (N = 1507) o...
Do Girls and Boys Perceive Themselves as Equally Engaged in School? The Results...
Lam, Shui-fong; Jimerson, Shane; Kikas, Eve; Cefai, C.; Veiga, Feliciano Henriques; Nelson, Brett; Hatzichristou, Chryse; Polychroni, FotiniThis study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school andwere rated high...