Gebre Zerihun Ayalew, Demissie Mesfin Molla, Yimer Berhanu Mekonnen
Institute of Education and Behavioral Sciences, Dilla University, Dilla, Ethiopia.
Department of Policy and Educational Leadership, Institute of Education and Behavioral Sciences, Dilla, Ethiopia.
Front Psychol. 2025 Mar 7;16:1526371. doi: 10.3389/fpsyg.2025.1526371. eCollection 2025.
Teaching requires significant emotional investment to foster students' engagement. However, studies of teachers' socio-emotional competence (SEC) and student engagement are limited. This research compiles available evidence to clarify the overall effect of teachers' SEC on student engagement. By conducting a comparative search across databases, such as PubMed, Scopus, Web of Science, Google Scholar, and Science Direct, the researchers found 31 related research articles published from 2018 to 2023. Of these, 21 papers satisfied the specified inclusion or exclusion criteria and were quantitative. Data analysis was conducted using JASP software. The study found a weak positive correlation between teachers' socio-emotional competence (SEC) and student engagement without publication bias, indicating a significant impact on professional development and overall student engagement. Moreover, the forest plot indicates the statistical significance of teachers' socio-emotional competence in student engagement, based on various studies in the current literature. The study highlights the crucial role of teachers' socio emotional competence in fostering student engagement, thereby promoting healthy and resilient development. To improve teacher socio-emotional competence and student engagement, nested mixed-method designs and integration of training into professional development programs are recommended. Further research should incorporate mediation or moderation into teacher engagement to strengthen this relationship.
教学需要投入大量情感来促进学生的参与度。然而，关于教师社会情感能力（SEC）与学生参与度的研究却很有限。本研究汇总现有证据，以阐明教师社会情感能力对学生参与度的总体影响。通过在PubMed、Scopus、科学网、谷歌学术和科学Direct等数据库中进行比较检索，研究人员发现了2018年至2023年发表的31篇相关研究文章。其中，21篇论文符合指定的纳入或排除标准，且为定量研究。使用JASP软件进行数据分析。研究发现教师社会情感能力（SEC）与学生参与度之间存在微弱的正相关，且无发表偏倚，这表明对专业发展和学生总体参与度有显著影响。此外，森林图基于当前文献中的各种研究，表明了教师社会情感能力在学生参与度方面的统计学意义。该研究强调了教师社会情感能力在促进学生参与度从而推动健康和有复原力的发展方面的关键作用。为了提高教师的社会情感能力和学生参与度，建议采用嵌套混合方法设计并将培训纳入专业发展计划。进一步的研究应将中介或调节纳入教师参与度，以加强这种关系。
