Relationship between socio-emotional skills and academic performance in technical college students

Authors

  • Yael Alejandra Lara Cedeño Universidad Bolivariana del Ecuador
  • Kiara Scarlett Quiñonez Hurtado Universidad Bolivariana del Ecuador
  • Segress García Hevia Universidad Bolivariana del Ecuador

Keywords:

Socio-emotional skills, emotional repair, academic performance, technical education, self-regulation.

Abstract

Introduction: This research analyzed the relationship between socio-emotional skills and academic performance in students of the Agricultural Technical Baccalaureate at Colegio Tachina, Esmeraldas, Ecuador, given the need to move beyond a purely technical approach and advance toward a holistic education. Materials and methods: A quantitative approach with a non-experimental, correlational, and cross-sectional design was adopted. The con-venience sample included 20 students (11 males, 9 females) aged 17 years. The TMMS-24 was used to assess attention, clarity, and emotional repair, and the SDQ-Cas was used to measure prosociality and total difficulties. Academic performance was obtained from in-stitutional averages. Data were processed using InfoStat software through descriptive anal-yses, Pearson correlation, and simple linear regression. Results: A positive and statistically significant correlation was identified between the emotional repair dimension and aca-demic performance (r = 0.697, p = 0.001), explaining 48.5% of the variance (R² = 0.485). The other dimensions (attention, clarity, prosociality, and total difficulties) did not show significant associations with academic average. Discussion: The main finding aligns with international literature that identifies affective self-regulation as a key factor for academic success, facilitating attention control, persistence, and resilience in the face of frustration. The lack of significance in other dimensions may be attributed to the small sample size and low variability in certain measures. Conclusions: Emotional repair is confirmed as a relevant predictor of performance. Therefore, a methodology is proposed to strategically integrate the development of this skill into the technical curriculum through teacher work-shops, in-class micro-workshops, active learning activities, and personalized tutoring, with the aim of improving both academic performance and the student's overall development.

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Published

2026-03-11

How to Cite

Lara Cedeño, Y. A., Quiñonez Hurtado, K. S., & García Hevia, S. (2026). Relationship between socio-emotional skills and academic performance in technical college students. Maestro Y Sociedad, 23(1), 786–796. Retrieved from https://maestroysociedad.uo.edu.cu/index.php/MyS/article/view/7501

Issue

Vol. 23 No. 1 (2026)

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Artículos

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Copyright (c) 2026 Yael Alejandra Lara Cedeño, Kiara Scarlett Quiñonez Hurtado, Segress García Hevia

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