English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Tools annual

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Presents the access of premium content as premium feature

Premium Content

Global: Zendy Plus annual

Global: Zendy Free Plan

During the first year of lower secondary school, the student’s academic efficacy beliefs (AEB) could be challenged. Social and emotional competencies (SECs) could support AEB. The primary aim of this longitudinal study was to investigate links between intra-individual changes in the SECs relationship skills, and emotional regulation with AEB among a sample of 1142 students in the first year of lower secondary school. Intra-individual changes in perceived emotional support from teachers and collaboration with peers were included as intermediate variables. A latent change score approach with structural equation modelling (SEM) was applied. A strong positive direct link between changes in emotional regulation and AEB was found, whereas results yielded a more modest link between changes in relationship skills and AEB. Parts of the associations were indirect via emotional support from teachers and collaborative peer relations. Finally, these relations and AEB showed average negative changes during the first year of lower secondary school.

Changes in academic efficacy beliefs in the first year of lower secondary school. Is it related to changes in social and emotional competencies?