Abstract

TREVINO VILLARREAL, Diana Carolina; GONZALEZ MEDINA, Mario Alberto  and  MONTEMAYOR CAMPOS, Karina María. Socio-emotional skills and their relationship with educational achievement in high school students. Rev. de psicol. y cienc. del comport. de la Unidad Académica de Cienc. Juríd. y Sociales [online]. 2019, vol.10, n.1, pp.32-48.  Epub Nov 20, 2020. ISSN 2007-1833.  https://doi.org/10.29059/rpcc.20190602-79.

Socio-emotional skills have been recognized for generating great benefits in the academic progress of students, however, these do not have been appreciated based on its fair value. In the present investigation were used data from the National Plan for the Evaluation of Learning for the year 2017, this to determine the weight they have these skills (perseverance, empathy, self-regulation and positive and negative decisions) with the results in the areas of language and communication and mathematics in a sample of 4,822 students of high school in Nuevo León, Mexico. A theoretical model was proposed to represent the relationship and determine the weight that the proposed factors have in the achievement in the referred areas; for the empirical verification, applied the technique of modeling with structural equations. It was found that all the factors have a significant weight in the result in the described areas. The practical implication that is derived is that it is pertinent that in the educational field students are also trained in these skills.

Keywords : students; high school; socio-emotional skills; educational achievement.

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