A longitudinal study on social and emotional competencies, student engagement, and mental health

Research has been showing the negative impact of COVID-19 lockdown measures on learning and mental health in youth. The protective factor of socioemotional competencies during lockdown has also been observed. Though, the longitudinal association between these constructs is scarcely documented, especially in research that includes data before and during the lockdown. The present study analysed the relation between socioemotional competencies (SECs), student engagement (SE) and psychological distress in youth to understand how they changed over time during the COVID-19 pandemic and to identify correlation patterns across time. A three-wave (2019-2021) prospective study was developed using data collected during two COVID-19 lockdowns with 50 youth students. Data were analysed using a cross-lagged model. Overall, participants reported good SECs, SE, and low distress levels. In 2020, SECs were predicted by previous SECs levels and SE. Conversely, SECs in 2020 predicted SE and mental health in 2021. Also, SE in 2020 predicted psychological distress in 2021. In the face of unprecedented stress, SE seems to protect SECs, though online learning seems to have disturbed its positive impact. SECs promotion must be addressed in youth due to its role in maintaining assets and fostering SE and mental health.