Students' socioemotional competencies: a literature review
DOI:
https://doi.org/10.5281/zenodo.14788725Keywords:
self-regulation, socio-emotional competencies, emotional intelligenceAbstract
The aim of this article is to understand the different theoretical models underlying the understanding of socio-emotional competencies, in order to determine the areas of greatest development and those that still require more in-depth research attention. To this end, a qualitative approach methodology was implemented, complemented by an exhaustive bibliographic review. This review was carried out using prestigious and recognized databases in the academic field, such as: Scopus, Google Scholar, Redalyc and Sciel. The selected works were managed and organized using Mendeley, which facilitated the systematic analysis of the existing literature. Also, the proposals of Goleman and Gardner were examined, who offer solid foundations for understanding emotional intelligence and interpersonal skills. These theories have significantly influenced the way socio-emotional competencies are conceived, as they have highlighted the importance of factors such as self-awareness and intrinsic motivation. In this way, an overview of the most consolidated lines of research is presented, evidencing a growing attention to socio-emotional education in formal and informal environments. In conclusion, socio-emotional competencies emerge as an essential component of integral human growth, since they can be strengthened through systematic educational practices and daily experiences that promote resilience and collective well-being. The academic community is invited to delve into new intervention and evaluation methodologies, with a view to fostering a more empathetic, collaborative and emotionally aware society.
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