How social-emotional competence shapes classroom participation? A configurational analysis of teacher education students using fsQCA

This study reveals the asymmetric and configurational nature of the relationship between social-emotional competence and classroom participation, enriching the theoretical understanding of non-linear influence mechanisms in educational psychology. The identification of core conditional factors provides practical implications for universities and educators to design targeted intervention strategies-such as strengthening self-awareness training and interpersonal skill development-to enhance students' classroom participation. Future research could expand the sample scope across different disciplines and explore the moderating effects of teaching contexts on these configurations.