Competencias Socioemocionales y Rendimiento Académico en Estudiantes de una Universidad Pública en Ecuador

María Gabriela Moreira Loor; Janeth Intriago-Vera

doi:10.70171/m1js0y39

Authors

María Gabriela Moreira-Loor Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0009-0000-8558-8410
Janeth Intriago-Vera Universidad Laica Eloy Alfaro de Manabí Author https://orcid.org/0000-0002-5539-2940

DOI:

https://doi.org/10.70171/m1js0y39

Keywords:

emotional development, university dropout, higher education, socioemotional skills

Abstract

Justification: Poor academic performance increases the likelihood of university dropout, making it necessary to identify the associated factors. Objective: To analyze the relationship between socioemotional competencies and academic performance among first-year students at a public university in Santo Domingo de los Tsáchilas, Ecuador. Methodology: A quantitative approach with a descriptive-correlational scope, non-experimental design, and cross-sectional methodology was employed. The study included 130 students aged 18 to 21 years, who completed the Socio-Emotional Competence Questionnaire (SECQ-E). Results: Students showed a high overall level of socioemotional competence (M = 4.03), with higher scores in self-awareness (M = 4.48) and relationship skills (M = 4.43), while self-management obtained the lowest score (M = 3.39). Regarding academic performance, 44.62% achieved a sufficient level, 35.39% a very good level, 16.92% an excellent level, and 3.08% an insufficient level. A positive, moderate, and statistically significant correlation was identified between overall socioemotional competence and academic performance (r = 0.33; p < 0.01). However, self-management did not show a statistically significant correlation (r = 0.08; p > 0.05). Conclusion: Higher levels of socioemotional competencies are associated with better academic performance, although the observed magnitude indicates that other factors also contribute to students’ academic performance.

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