SynthesisFrontiers in psychology2025
The impact of teacher socio-emotional competence on student engagement: a meta-analysis.
Synthesis in Frontiers in psychology, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- Teaching Experience Correlates with Enhanced Social Cognition in Preschool Teachers.Journal of Intelligence · 2026Article
- Developing social and emotional competence in higher vocational education: effects on employability and perceptions of decent work.Frontiers in psychology · 2026Article
- Exploring the impact path of school connectedness on student development through cultivating students' social-emotional skills.PloS one · 2026Article
- How teacher support and practical environment relate to engagement in project-based learning: the mediating roles of self-efficacy and autonomous motivation.Frontiers in psychology · 2026Article
Corrections and comments
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Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
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.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.