Social–emotional learning and academic engagement: A qualitative study among lower secondary school students.
This qualitative study with an abductive approach explores how lower secondary school students perceived a school-based social-emotional learning intervention, referred to as ROBUST, in relation to their academic engagement. The intervention, spanning from September 2021 to April 2022, targeted five...
| Publicado en: | International Journal of School & Educational Psychology Vol. 13; no. 4; pp. 294 - 307 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Oct-Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=188763290&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 188763290 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 21683603 FKR7 jtl: International Journal of School & Educational Psychology issn: 21683603 maglogo: Y pubinfo: dt: Oct-Dec2025 vid: 13 iid: 4 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 188763290 10.1080/21683603.2025.2546301 ppf: 294 ppct: 13 formats: tig: atl: Social–emotional learning and academic engagement: A qualitative study among lower secondary school students. aug: au: Eriksen, Eli Vibeke Balle Tharaldsen, Kjersti Bru, Edvin affil: University of Stavanger, Stavanger, Norway su: Social emotional learning Student engagement Mindfulness Social skills Qualitative research Emotion regulation Secondary schools Intention sug: subj: Social emotional learning Student engagement Mindfulness Social skills Qualitative research Emotion regulation Secondary schools Intention keyword: academic engagement: adolescence: school-based intervention qualitative methods Social-emotional learning academic engagement: adolescence: school-based intervention qualitative methods Social-emotional learning ab: This qualitative study with an abductive approach explores how lower secondary school students perceived a school-based social-emotional learning intervention, referred to as ROBUST, in relation to their academic engagement. The intervention, spanning from September 2021 to April 2022, targeted five competencies: relationship skills, problem-solving, emotional regulation, growth mind-set, and mindfulness. Thematic analysis of data from six focus group interviews (N = 56) in September 2022 suggests that students perceived learning about these competencies, particularly problem-solving and growth mind-set, as supportive of academic engagement. Relationship skills were perceived to foster relationships and collaboration, while emotional regulation and mindfulness were considered helpful concerning academic-related stress, leading them to experience confidence in their ability to master schoolwork. Furthermore, some students found mindfulness, growth mind-set, and relationship skills somewhat challenging to learn during the intervention. Taken together, findings contribute to knowledge regarding how social-emotional learning can be perceived as helpful for students' academic engagement. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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