https://www.um.edu.mt/library/oar/handle/123456789/3962 2026-08-26T11:22:15Z https://www.um.edu.mt/library/oar/handle/123456789/148663 Title: Perceived emotional intelligence and affective well-being amongst university students : a nonlinear CHAID approach Authors: Gordillo León, Fernando; De-Juanas, Angel; Mestas Hernández, Lilia; Barea Vera, Alberto Abstract: Emotional intelligence (EI) has been consistently linked to positive affect (PA) and negative affect (NA). However, previous variable-centred research has primarily examined EI dimensions as independent, additive predictors, limiting our understanding of how these dimensions combine within individuals to form distinct affective profiles. This study examined the association between EI, assessed with the Trait Meta-Mood Scale (TMMS-24), and affect measured by the Positive and Negative Affect Schedule (PANAS). A nonlinear approach based on CHAID decision tree analysis was used, alongside hierarchical regression analyses to test methodological convergence. Participants included 364 students attending a Spanish university. CHAID analyses identified emotional repair as the main predictor of PA, with higher repair associated with greater PA. When repair was low or moderate, NA significantly reduced PA, whereas emotional attention was associated with higher PA when repair was moderate to high. Conversely, PA emerged as the primary predictor of NA, with higher PA associated with lower NA. Emotional attention was associated with higher NA, even among profiles characterized by moderate PA. In contrast, emotional clarity acted as a protective factor in profiles characterized by moderate PA and low-to-moderate attention, with higher clarity associated with lower NA. Findings from decision tree and regression models showed convergent patterns, suggesting that CHAID provides complementary configurational information rather than evidence of superior predictive performance. By identifying hierarchical thresholds and conditional profiles that traditional variable-centred models may overlook, this study offers a person-centred, nonlinear account of the association between perceived EI and affective well-being amongst university students. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148379 Title: The validity and reliability of the parent-report Strengths and Difficulties Questionnaire with kindergarten children in Indonesia Authors: Mukmini, Amirul; Sumanto, Reni Pawestuti Ambari; Pranoto, Yuli Kurniawati Sugiyo Abstract: Early detection of mental health issues is critical for students’ academic success, particularly in rural areas in the post–COVID-19 period. This study aims to validate the five-factor structure of the Indonesian parent-rated version of the Strengths and Difficulties Questionnaire (SDQ) for kindergarten students in a rural context. Using a purposive sampling technique, data were collected from 300 parents of children enrolled in kindergartens from rural areas in each subdistrict capital. Data were analysed using Confirmatory Factor Analysis (CFA) in JASP software. The five-factor model demonstrated acceptable fit indices: CFI (0.916), TLI (0.905), and RMSEA (0.070). The SRMR value (0.113) indicated residual variance that warrants attention. The highest reliability values were observed on the Prosocial Behavior and Hyperactivity subscales, as estimated using McDonald's Omega. The data suggests that the Indonesian parent-rated SDQ is a reliable screening instrument for use in rural settings; however, caution is required in view of the low reliability of some of the subscales and high residual variance as indicated by the SRMR. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/148101 Title: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS) : Adaptations and applications beyond the United States Authors: Freitas, Lucas C. Abstract: The Social Skills Rating System (SSRS) and the Social Skills Improvement System (SSIS), including the SEL Edition and Brief Scales, are widely used instruments for assessing children’s social skills, problem behaviours, and academic competence. This narrative overview synthesizes 195 international studies (1995–2025) applying these instruments with children and adolescents outside the United States. Studies were examined for publication trends, geographic distribution, instrument versions, informants, age ranges, participant characteristics, settings, languages, and study purposes, based on a comprehensive search of six databases, with supplementary searches identifying additional studies. Europe, the Americas, and Asia were the most represented regions, with Brazil, Canada, Australia, Iran, and Portugal contributing over half of all research. The SSRS and SSIS parent and teacher reports were most common, and school age children (6–12 years) in mainstream settings were most frequently studied. Studies primarily focused on screening and assessment, including correlational analyses, followed by intervention evaluations, and, finally, adaptation and psychometric investigations. Findings highlight the global reach, versatility, and cross-cultural relevance of SSRS–SSIS instruments while identifying gaps for future research. 2026-01-01T00:00:00Z https://www.um.edu.mt/library/oar/handle/123456789/146047 Title: A systematic review of the association between social and emotional competencies and student engagement in youth Authors: Santos, Anabela Caetano; Simões, Celeste; Melo, Márcia Helena Da Silva; Santos, Margarida F.; Freitas, Iara; Branquinho, Cátia; Cefai, Carmel; Arriaga, Patrícia Abstract: Student engagement (SE) is known as one of the most relevant predictors of academic achievement and completion. Social and emotional competencies (SECs) are well established as critical skills for healthy and adaptative youth development. This systematic review investigated the associations between SE and SECs in students aged 10–25 years. The review followed the PRISMA guidelines. Nine databases were searched for peer-reviewed literature published between 2004 and 2020. A total of 91 studies were selected, including 92879 youth students. Emotional engagement is the most studied dimension of student engagement and largely surpasses the number of studies that analysed the multidimensional SE concept. The number of studies in each of the five CASEL domains is uneven, with more studies focussing on self-management, self-awareness, and relationship skills, in association with SE. Overall, most studies showed that SECs are positively associated with SE and negatively associated with disengagement, with similar results for middle, high school and university students from different backgrounds, suggesting that educational institutions should implement social and emotional learning programmes to increase SE. Studies reporting age and gender differences with respect to SE showed unanimously higher SE values for girls and younger students. There is a clear need for studies that use the multidimensional SE concept, including university students and applying cross-cultural analyses. 2023-01-01T00:00:00Z