GenTIC is pleased to invite you to this seminar given by Katja Upadyaya, Associate Professor at the University of Helsinki, to share the use of latent profile/class analyses (LCA) applied to the study of students’ academic well-being in relation to gender, socioeconomic status and other demographic factors. The event is part of the ‘Intersectional Social Justice Seminar Series’, organized by GenTIC to explore new approaches to the intersectional analysis of quantitative data.

When: Tuesday, June 4, 2024

Time: 16:00 h – 17:00 h CEST

Venue: UOC’s Interdisciplinary R&I Hub (floor 0 – Rambla del Poblenou, 154 Barcelona) (link will be provided after registration).

Language: English

Registration: to participate, please register here.


Students face various challenges in school, such as complex tasks, demanding learning situations, and changing social environments, which they must address using their personal resources and abilities. Such challenges, especially when prolonged, may also cause study burnout symptoms and imbalance between demands and personal resources. High resources, in turn, often lead to well-being and study engagement. Study engagement and burnout have often been considered as factors of academic well-being.

Socio-emotional skills are seen as essential future skills, crucial for functioning in society, and their development begins in school. Recent research highlights the significance of socio-emotional skills for academic well-being: good socio-emotional skills often support student engagement and can prevent academic burnout. However, differences related to gender and demographic factors such as socioeconomic status may emerge in engagement, burnout, and socio-emotional skills.

In the light of these studies, the importance of academic well-being and socio-emotional skills among students are presented in more detail in this seminar, discussing some differences related to gender and other demographic variables.


Katja Upadyaya (University of Helsinki)

Dr. Katja Upadyaya is an Associate Professor (Docent) and Lecturer at the Faculty of Educational Sciences, University of Helsinki, Finland. Her academic expertise encompasses a diverse range of topics within the field of educational psychology. Driven by a passion for understanding and enhancing well-being, she has dedicated her research endeavors to exploring occupational and academic well-being, motivation, and research methodology.

In addition to her contributions to the field of educational sciences, Dr. Upadyaya has delved into the dynamics of teacher-student and parent-child interactions. Her research extends to the well-being of teachers and school principals, shedding light on crucial aspects of the educational environment. Dr. Upadyaya’s comprehensive approach to research also includes ongoing investigations into children’s well-being, socio-emotional skills, and parental burnout.

With a commitment to lifelong learning, Dr. Katja Upadyaya continues to make significant strides in advancing our understanding of key factors that influence well-being and motivation in educational settings. Her multidimensional research portfolio underscores a dedication to creating positive impacts on various aspects of education and human development.

Funded by:

This event is organized as part of the ‘Intersectional Social Justice Seminar Series‘ in the framework of the 2021 SGR 01032 project, funded by the Department of Research and Universities of the Government of Catalonia.

In collaboration with:

HORIGESTEM, Grant PID2021-123049OB-I00 funded by MCIN/AEI/ 10.13039/501100011033 / ERDF “A way of making Europe”.

INSPIRE, funded by the European Union’s Horizon Europe research and innovation programme under grant agreement No 101058537.

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