The role of socio-emotional security on school engagement and academic achievement: systematic literature review

• Main Author: Dias, Pedro
• Publication Date: 2024
• Other Authors: Veríssimo, Lurdes, Carneiro, Alexandra, Duarte, Raquel
• Format: Article
• Language: eng
• Source: Repositórios Científicos de Acesso Aberto de Portugal (RCAAP)
• Download full: http://hdl.handle.net/10400.14/47021
• topic: Socio-emotional security; Parents; Peers; School engagement; Academic achievement

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.