Addressing Cognitive and Emotional Barriers to School Attendance and Engagement
A special issue of Behavioral Sciences (ISSN 2076-328X). This special issue belongs to the section "Educational Psychology".
Deadline for manuscript submissions: 27 February 2027 | Viewed by 1057
Editor
Special Issue Information
Dear Colleagues,
The factors that influence school attendance and school success are complex and involve a combination of cognitive, emotional, and motivational aspects. Both contextual factors and students' psychological resources can play a key role in shaping engagement, well-being, and school attendance. Although the literature has extensively examined these variables, they must be examined further in order to adequately understand the role of each one in the growth process of students.
This Special Issue, “Addressing Cognitive and Emotional Barriers to School Attendance and Engagement”, aims to explore a range of protective factors, including awareness, perceived competence, and self-regulation skills, which support students' ability to cope with academic demands and promote adaptive functioning at school. It also aims to examine potential risk factors that may compromise emotional well-being, engagement, and attendance.
Topics of interest include contributions that offer insights into academic success and absenteeism. We welcome contributions that offer practical ideas for assessment and intervention proposals on these issues, as well as for the promotion of well-being. We also encourage interdisciplinary contributions such as research articles, reviews, and methodological papers on all actors in the school context.
Dr. Luana Sorrenti
Guest Editor
Manuscript Submission Information
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Keywords
- school attendance
- school success
- school well-being
- learning process
- engagement
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