Socioemotional skills and academic performance in adolescents from a public educational institution: A cross-sectional correlational study
DOI:
https://doi.org/10.5281/zenodo.21780720Keywords:
adolescence, learning, academic performance, socioemotional skills, studentsAbstract
Introduction: Socioemotional skills are part of adolescents' integral development and have been associated, to varying degrees, with school performance. The magnitude of that relationship is not uniform across studies, and some findings are weak or inconsistent. Objective: To describe levels of socioemotional skills and examine their relationship with academic performance in adolescents from a public educational institution. Materials and methods: Quantitative, correlational, cross-sectional study. A total of 183 students aged 12 to 18 years from a public educational institution were included through non-probability sampling. Socioemotional skills were assessed with a 15-item Likert questionnaire organized into five dimensions: self-awareness, self-regulation, autonomy, empathy and collaboration. Academic performance was represented by the school grade-point average. Sample characteristics were described and Pearson correlations between the study variables were analyzed. Results: Mean school GPA was 3.49 and mean total socioemotional score was 51.26 out of 75. The highest mean dimension was collaboration (10.80), followed by self-awareness (10.64), empathy (10.40), autonomy (10.16) and self-regulation (9.26). Correlations between school GPA and individual dimensions were low; only self-awareness and the total score showed statistical significance in the reported analysis. Most participants were classified at the autonomous socioemotional level. Conclusions: In this sample, socioemotional levels were predominantly resolutive and autonomous, with low correlations between socioemotional dimensions and school GPA. These findings suggest a limited relationship between both variables in the evaluated context and do not allow causal inferences about the impact of socioemotional development on academic performance.
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