Associations Between Social Functioning and Indicators of University Student Engagement

Marco Turi; Rocco Servidio; Giovanna Esposito; Flaviana Tenuta; Lorena Montesano; Andrea De Giacomo; Antonella Valenti; Maria Francesca Freda; Linda S. Pagani; Francesco Craig

Associations Between Social Functioning and Indicators of University Student Engagement

Marco Turi ^[1] ; Rocco Servidio ^[2] ; Giovanna Esposito ^[3] ; Flaviana Tenuta ^[2] ; Lorena Montesano ^[2] ; Andrea De Giacomo ^[5] ; Antonella Valenti ^[2] ; Maria Francesca Freda ^[3] ; Linda S. Pagani ^[4] ; Francesco Craig ^[2]
1. [1] University of Salento
  
  University of Salento
  
  Lecce, Italia
2. [2] University of Calabria
  
  University of Calabria
  
  Cosenza, Italia
3. [3] University of Naples Federico II
  
  University of Naples Federico II
  
  Nápoles, Italia
4. [4] University of Montreal
  
  University of Montreal
  
  Canadá
5. [5] “Aldo Moro” University of Bari
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Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 15, Nº. 6, 2025, págs. 99-99
Idioma: inglés
DOI: 10.3390/ejihpe15060099
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Resumen
- Less socially adaptive behaviors have often been underestimated in university students, with limited research addressing their impact on academic functioning. This study aimed to identify distinct profiles of social functioning difficulties in university students and to examine their associations with academic engagement, learning difficulties, and psychological distress. A cross-sectional, web-based survey was conducted with 540 undergraduate university students (mean age = 23.06, SD = 6.53; 89.7% female). Participants completed standardized self-report assessments of social functioning (SRS-2), academic engagement (SAES), learning difficulties (Vinegrad Plus), and psychological distress (GAD-7, PHQ-9). Latent profile analysis (LPA), based on ASD-related traits, revealed two latent profiles: one reflecting non-social functioning difficulties (311 participants, 57.6%—Profile 1) and another reflecting social functioning difficulties (229 participants, 42.4%—Profile 2), while binomial regression analyses examined their associations with academic outcomes. Participants in Profile 2 scored significantly higher than those in Profile 1 across all SRS-2 variables—awareness, cognition, communication, motivation, and restricted interests and repetitive behavior (p = 0.001)—indicating greater overall functioning in these domains. Students in the Non-social functioning difficulties profile showed higher levels of academic engagement in all areas. In contrast, students in the Social functioning difficulties profile experienced more self-reported learning challenges (p = 0.001), anxiety (p = 0.001), and depression (p = 0.001), underscoring the significant differences in social, academic, and emotional outcomes between the two profiles. These findings underscore the impact of vulnerability to social functioning difficulties on academic engagement, highlighting the need for tailored support systems within higher education settings.
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