Publication
The role of socio-emotional security on school engagement and academic achievement: systematic literature review
| dc.contributor.author | Dias, Pedro | |
| dc.contributor.author | Veríssimo, Lurdes | |
| dc.contributor.author | Carneiro, Alexandra | |
| dc.contributor.author | Duarte, Raquel | |
| dc.date.accessioned | 2024-10-17T15:47:01Z | |
| dc.date.available | 2024-10-17T15:47:01Z | |
| dc.date.issued | 2024-10-09 | |
| dc.description.abstract | Introduction: Socio-emotional security and particularly secure attachment relationships with parents and peers have been associated with positive developmental outcomes, including school-related variables. This systematic literature review aims to provide a comprehensive analysis of the literature, exploring the relationship between socio-emotional security (attachment, support, and secure relations with parents and peers) and academic achievement, school engagement, and early school dropout. Methods: The inclusion criteria were studies with socio-emotional security as the independent variable and academic achievement and/or school engagement as the dependent variable, using a quantitative methodology, written in English. The exclusion criteria were articles presenting literature review or meta-analysis, interventions or instrument validation studies, studies with a qualitative approach, studies developed in an e-learning context, studies with university students, and/or focused on schooling in extreme conditions (e.g., COVID-19). PRISMA guidelines were followed, through a search that resulted in the identification of 38 empirical quantitative studies, published between 2018 and 2022, in English. Results and discussion: The results revealed that parent and peer relationships impact students’ academic achievement and school engagement, as expected, and highlighted the relevance of parental and peer relationships for school-related outcomes. Future research should consider the role of potential mediators and moderators in the relationship between socio-emotional security and school outcomes. | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.doi | 10.3389/feduc.2024.1437297 | pt_PT |
| dc.identifier.eid | 85206993973 | |
| dc.identifier.issn | 2504-284X | |
| dc.identifier.uri | http://hdl.handle.net/10400.14/47021 | |
| dc.identifier.wos | 001338042100001 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by/4.0/ | pt_PT |
| dc.subject | Socio-emotional security | pt_PT |
| dc.subject | Parents | pt_PT |
| dc.subject | Peers | pt_PT |
| dc.subject | School engagement | pt_PT |
| dc.subject | Academic achievement | pt_PT |
| dc.title | The role of socio-emotional security on school engagement and academic achievement: systematic literature review | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.title | Frontiers in Education | pt_PT |
| oaire.citation.volume | 9 | pt_PT |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |