Importance of Socio-emotional Skills in Education: A Documentary Review
Article Sidebar
Main Article Content
Abstract
Socio-emotional skills (SES) enable the comprehensive development of individuals. This article summarizes a review of publications collected in different academic databases and search engines related to SES and their relationship with education. The qualitative methodology of this study allowed selecting 104 publications, which revealed a growing research interest in SES since 2013, mainly in Europe and South America. 68% of the publications are from the educational field and 18% suggest that SES-aligned curricula improve students’ emotional well-being and academic performance. Although the definition of SES found in the publications analyzed is polysemic, they share certain common elements can be related. For this reason, we proposed grouping them into three approaches, described in the final section. The results of the review highlight the versatility and importance of SES in educational environments and validates the premise that they are essential elements. The article concludes that it is necessary to promote research on SES in the educational sector, given its comprehensive nature within school learning. It also proposes strategies for its correct measurement in accordance with the context and following a multidisciplinary approach, that is, one that encompasses not only pedagogy, but also psychology, sociology, communication, among other disciplines.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Those authors who publish with this journal agree to the following terms:
The designated authors will retain copyright of all papers and grant the journal the right of first publication of their work, which will be simultaneously published under the Creative Commons Attribution License that allows third parties to share the work, as long as its author is attributed and this journal is identified as the original publisher.
Authors may enter into separate, additional non-exclusive licensing agreements for the distribution of the published work (e.g., post it to an institutional telematic archive or publish it in a monographic volume) as long as this journal is acknowledged as the original publisher.
References
Acosta, P., Muller, S. & Sarzosa, M. (2015). Beyond qualifications: Returns to cognitive and socio-emotional skills in Colombia. World Bank Policy Research Working Paper, 7430, 1-47. DOI: https://doi.org/10.1596/1813-9450-7430
Agastya, W. N., Triana, D. D. & Haribowo, H. (2022). Assessing the content validity and construct validity of non-cognitive skills assessment instruments for science subjects at junior high school in Indonesia. Educational Sciences: Theory & Practice, 22(2), 118-133.
Ahmedi, S. & Martínez-Fernández, J. R. (2023). Learning patterns and social-emotional learning of Balkan students in secondary education: A cross-cultural discussion. Electronic Journal of Research in Education Psychology, 21(61), 587-618. DOI: https://doi.org/10.25115/ejrep.v21i61.6934
Arace, A., Prino, L. E. & Scarzello, D. (2021). Emotional competence of early childhood educators and child socio-emotional wellbeing. International Journal of Environmental Research and Public Health, 18(14), 7633. DOI: https://doi.org/10.3390/ijerph18147633
Aragundi-Valle, R. & Game-Varas, C. (2023). Habilidades socioemocionales en docentes para el manejo de ambientes de aprendizaje colaborativos. Revista Innova Educación, 5(2), 149-164. DOI: https://doi.org/10.35622/j.rie.2023.02.010
Arapa, B., Sánchez, E., Hurtado-Mazeyra, A. & Sánchez, A. (2021). The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru. International Journal of Educational Development, 87, 102482. DOI: https://doi.org/10.1016/j.ijedudev.2021.102482
Aristulle, P. & Paoloni, P. (2019). HSE en las comunidades educativas: aportes para la formación integral de los y las docentes. Revista Educación, 2(43), 1-14. DOI: https://doi.org/10.15517/revedu.v43i2.28643
Bolli, T. & Hof, S. (2018). The impact of work-based education on non-cognitive skills. Journal of Research in Personality, 75, 46-58. DOI: https://doi.org/10.1016/j.jrp.2018.05.005
Brackett, M. A. & Rivers, S. E. (2014). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 8(2), 63-76.
Butvilas, T., Bubnys, R., Colomer, J. & Cañabate, D. (2022). Dependence of socio-emotional competence expression on gender and grade for K5–K12 students. Education Sciences, 12(5), 341. DOI: https://doi.org/10.3390/educsci12050341
Campayo-Muñoz, E., Cabedo-Mas, A. & Hargreaves, D. (2020). Intrapersonal skills and music performance in elementary piano students in Spanish conservatories: Three case studies. International Journal of Music Education, 38(1), 93-112. DOI: https://doi.org/10.1177/0255761419873782
Carolan, B. V. (2018). Extracurricular activities and achievement growth in kindergarten through first grade: The mediating role of non-cognitive skills. Early Childhood Research Quarterly, 45, 131-142. DOI: https://doi.org/10.1016/j.ecresq.2018.06.004
Cepa, A., Heras, D. & Lara, F. (2016). Desarrollo emocional: evaluación de las competencias emocionales en la infancia. International Journal of Developmental and Educational Psychology, 1(1), 75-82. DOI: https://doi.org/10.17060/ijodaep.2016.n1.v1.212
Cheng, A. & Zamarro, G. (2018). Measuring teacher non-cognitive skills and its impact on students: Insight from the Measures of Effective Teaching Longitudinal Database. Economics of Education Review, 64, 251-260. DOI: https://doi.org/10.1016/j.econedurev.2018.03.001
Choi, S., Kusakabe, T. & Tanaka, Y. (2022). Enhancing non-cognitive skills by applying lesson study in lower secondary education: A project in Vietnam. Cogent Education, 9(1), 2082091. DOI: https://doi.org/10.1080/2331186X.2022.2082091
Colomeischi, A. A., Duca, D. S., Bujor, L., Rusu, P. P., Grazzani, I. & Cavioni, V. (2022). Impact of a school mental health program on children’s and adolescents’ socio-emotional skills and psychosocial difficulties. Children, 9(11), 16-61. DOI: https://doi.org/10.3390/children9111661
Cuadra, D., Salgado, J., Lería, F. & Menares, N. (2018). Teorías subjetivas en docentes sobre el aprendizaje y desarrollo socioemocional: Un estudio de caso. Revista Educación, 42(2), 1-33.
del Valle, M. & Zamora, E. (2021). El uso de las medidas de auto-informe: ventajas y limitaciones en la investigación en psicología. Alternativas en Psicología, (47), 22-35.
Departamento Nacional de Planeación (DNP). (2017). Consultoría para diseñar una estrategia que mejore las capacidades de la escuela para desarrollar competencias transversales en la educación media en Colombia, específicamente aquellas denominadas socio-emocionales, conforme al plan nacional de educación para la paz y el plan de posconflicto. DNP; Ministerio de Educación Nacional.
Díaz, L., Rosero, R., Melo, M. & Aponte, D. (2013). Habilidades para la vida: análisis de las propiedades psicométricas de un test creado para su medición. Revista Colombiana de Ciencias Sociales, 4(2), 181-200.
Estudio Regional Comparativo y Explicativo (ERCE). (2019). Módulo HSE en América Latina y el Caribe. https://unesdoc.unesco.org/ark:/48223/pf0000380406
Eriksen, E. V. & Bru, E. (2022). Investigating the links of social-emotional competencies: Emotional well-being and academic engagement among adolescents. Scandinavian Journal of Educational Research, 67(3), 391-405. https://doi.org/10.1080/00313831.2021.2021441 DOI: https://doi.org/10.1080/00313831.2021.2021441
Fitzgerald, M. S. (2020). Overlapping opportunities for social-emotional and literacy learning in elementary-grade project-based instruction. American Journal of Education, 126(4), 573-601. DOI: https://doi.org/10.1086/709545
Fragoso, R. (2015). Inteligencia emocional y competencias emocionales en educación superior. Revista Iberoamericana en Educación Superior, 16(6), 110-125. DOI: https://doi.org/10.1016/j.rides.2015.02.001
França, M., Del Prette, A. & Pereira, Z. (2014). Social skills of gifted and talented children. Estudos de Psicologia, 19(4), 288-295. DOI: https://doi.org/10.1590/S1413-294X2014000400006
Garay, J. P. P., Mejía, V. L. V., Bazán, M. V. M. & Mallca, W. F. B. (2022). Role play as a methodological strategy to develop socio-emotional skills in university students. Journal of Pharmaceutical Negative Results, 13(3), 277-281. DOI: https://doi.org/10.47750/pnr.2022.13.S03.044
García, B. (2018). Las HSE, no cognitivas o “blandas”: aproximaciones a su evaluación. Revista Digital Universitaria, 19(6), 1-17.
Garner, P. W., Gabitova, N., Gupta, A. & Wood, T. (2018). Innovations in science education: infusing social emotional principles into early STEM learning. Cultural Studies of Science Education, 13(4), 889-903. DOI: https://doi.org/10.1007/s11422-017-9826-0
Gay, P., Pogranova, S., Mauroux, L., Trisconi, E., Rankin, E. & Shankland, R. (2022). Developing students’ emotional competencies in English language classes: Reciprocal benefits and practical implications. International Journal of Environmental Research and Public Health, 19(11), 64-69. DOI: https://doi.org/10.3390/ijerph19116469
Gullone, E. & Taffe, J. (2012). The Emotion Regulation Questionnaire for Children and Adolescents (ERQ–CA): A psychometric evaluation. Psychological Assessment, 24(2), 409-417. https://doi.org/10.1037/a0025777 DOI: https://doi.org/10.1037/a0025777
Han, S. (2021). Reproducing the working class? Incongruence between the valuation of social-emotional skills in school and in the labor market. Sociological Perspectives, 64(3), 467-487. DOI: https://doi.org/10.1177/0731121420956378
Hernández Sampieri, R., Fernández Collado, C. & Baptista Lucio, P. (2014). Metodología de la investigación. McGraw-Hill Education.
Hewitt-Ramírez, N., Rueda Prada, C. M., Vega Ruiz, Á. M., Alarcón Jordán, M. A., Velandia Archila, S. P. & Villamil Huertas, R. D. P. (2023). Regulación emocional y habilidades de afrontamiento en profesores colombianos de Educación Básica Primaria. Revista Guillermo de Ockham, 21(1), 45-63. DOI: https://doi.org/10.21500/22563202.5681
Huerta Cuervo, R., Téllez, L. S., Luna Acevedo, V. H., Ramírez Solís, M. E., Vela Ibarra, C. & Ávila García, G. (2022). The socio-emotional competencies of high school and college students in the National Polytechnic Institute (Mexico). Social Sciences, 11(7), 278. DOI: https://doi.org/10.3390/socsci11070278
Ingram, E., Reddick, K., Honaker, J. M., & Pearson, G. A. (2021). Making Space for Social and Emotional Learning in Science Education. Frontiers in Education. 6,712720. doi: 10.3389/feduc.2021.712720 DOI: https://doi.org/10.3389/feduc.2021.712720
Instituto Colombiano para la Evaluación de la Educación (Icfes). (2021). Marco de referencia de la prueba de HSE. Saber 3.°, 5.°, 7.° y 9.°. Dirección de Evaluación, Icfes.
Icfes. (2022). Apuntes del Icfes para la política educativa: Sobre el Icfes y la medición de habilidades sociales y emocionales. Dirección de Evaluación, Icfes.
Jakiwara, L. (2016). Las HSE en los jóvenes: una propuesta de desarrollo humano integral. Revista de Ciencias de la Comunicación e Información, 21(2), 67-80. DOI: https://doi.org/10.35742/rcci.2016.21(2).67-81
Jerrim, J. & Sims, S. (2019). How do academically selective school systems affect pupils’ social-emotional competencies? New evidence from the millennium cohort study. American Educational Research Journal, 56(5), 1769-1799. DOI: https://doi.org/10.3102/0002831219830965
Klimenko, O., Cataño, Y., Otálvaro, I. & Úsuga, S. (2021). Riesgo de adicción a redes sociales e internet y su relación con habilidades para la vida y socioemocionales en una muestra de estudiantes de bachillerato del municipio de Envigado. Psicogente, 24(46), 1-33. DOI: https://doi.org/10.17081/psico.24.46.4382
Knopik, T. & Oszwa, U. (2020). Self-determination and development of emotional-social competences and the level of school achievements in 10–11-year-old Polish students. Education 3-13, 48(8), 972-987. DOI: https://doi.org/10.1080/03004279.2019.1686048
Konstanze, A. & Montoya, I. (2017). Cuestionario de competencias y habilidades emocionales (ESCQ-21): diferencias por sexo y edad en la adolescencia. Revista de Investigación en Psicología Social, 5(1), 77-87.
Korbel, V. & Paulus, M. (2018). Do teaching practices impact socio-emotional skills? Education Economics, 26(4), 337-355. DOI: https://doi.org/10.1080/09645292.2018.1460320
Korthals, R., Schils, T. & Borghans, L. (2022). Track placement and the development of cognitive and non-cognitive skills. Education Economics, 30(5), 540-559. DOI: https://doi.org/10.1080/09645292.2021.2010277
Kotaman, H. (2023). Improving early childhood teachers’ emotional skills supporting children’s academic socio-emotional development. Early Child Development and Care, 193(4), 574-586. DOI: https://doi.org/10.1080/03004430.2022.2123803
Kwiatkowski, B. (2019). The symbiotic roles of action research, lesson study and learning study seen in a social-emotional intervention for males with behavioural needs. Educational Action Research, 27(4), 613-630. DOI: https://doi.org/10.1080/09650792.2019.1570858
Lechner, C. M., Knopf, T., Napolitano, C. M., Rammstedt, B., Roberts, B. W., Soto, C. J. & Spengler, M. (2022). The Behavioral, Emotional, and Social Skills Inventory (BESSI): Psychometric properties of a German-language adaptation, temporal stabilities of the skills, and associations with personality and intelligence. Journal of Intelligence, 10(3), 63. https://doi.org/10.3390/jintelligence10030063 DOI: https://doi.org/10.3390/jintelligence10030063
López, V., Zagal, E. & Lagos, N. (2020). Competencias socioemocionales en el contexto educativo: Una reflexión desde la pedagogía contemporánea. Revista Reflexión e Investigación Educacional, 3(1), 149-160. DOI: https://doi.org/10.22320/reined.v3i1.4508
Martínez, B. M. T., Fuentes, M. D. C. P. & Jurado, M. D. M. M. (2023). Variables related to academic engagement and socioemotional skills in adolescents: A systematic review. Revista Fuentes, 25(2), 242-255.
Martinsone, B., Supe, I., Stokenberga, I., Damberga, I., Cefai, C., Camilleri, L., Bartolo, P., O’Riordan, M. & Grazzani, I. (2022) Social emotional competence, learning outcomes, emotional and behavioral difficulties of preschool children: Parent and teacher evaluations. Front. Psychol, 12:760782. https://doi.org/10.3389/fpsyg.2021.760782 DOI: https://doi.org/10.3389/fpsyg.2021.760782
Mejía, J., Rodríguez, G., Guerra, N., Bustamante, A., Chaparro, M. & Castellanos, M. (2016). Estrategia de formación de competencias socioemocionales en la educación secundaria y media. Guía del docente, undécimo grado. Banco Internacional de Reconstrucción y Fomento; Asociación Internacional de Fomento; Banco Mundial.
Meneghetti, C., Casali, N., Fabris, M., Palamà, D., Rizzato, R., Zamperlin, C., Zavagnin, M. & De Beni, R. (2021). Students with academic difficulties: Benefits of a study skills group compared to an emotional skills group. Journal of Evidence-Based Psychotherapies, 21(2), 101-116. DOI: https://doi.org/10.24193/jebp.2021.2.13
Merino, A., Jooste, S. & Vermeulen, K. (2019). Developing non-cognitive skills in part-time students at a South African university: Overcoming negativity and supporting behavioral change. South African Journal of Higher Education, 33(6), 215-232. DOI: https://doi.org/10.20853/33-6-2969
Meroni, E. C., Piazzalunga, D. & Pronzato, C. (2022). Allocation of time and child socio-emotional skills. Review of Economics of the Household, 20(4), 1155-1192. DOI: https://doi.org/10.1007/s11150-021-09580-9
Nakano, T. D. C., Primi, R. & Alves, R. J. R. (2021). Habilidades do século XXI: relações entre criatividade e competências socioemocionais em estudantes brasileiros. Educar em Revista, 37. https://doi.org/10.1590/0104-4060.81544 DOI: https://doi.org/10.1590/0104-4060.81544
Palardy, G. J. (2019). School peer non-academic skills and academic performance in high school. Frontiers in Education, 4(57). https://doi.org/10.3389/feduc.2019.00057 DOI: https://doi.org/10.3389/feduc.2019.00057
Portela, I., Alvariñas-Villaverde, M. & Pino-Juste, M. (2021). Socio-emotional skills in adolescence. Influence of personal and extracurricular variables. International Journal of Environmental Research and Public Health, 18(9), 4811. https://doi.org/10.3390/ijerph18094811 DOI: https://doi.org/10.3390/ijerph18094811
Portela, I., Domínguez, J. & Pino, M. (2022). Propiedades psicométricas de la versión española del Teamwork Skills Questionnaire (TSQ). Revista Iberoamericana de Diagnóstico y Evaluación-e Avaliação Psicológica, 1(62), 155-165. DOI: https://doi.org/10.21865/RIDEP62.1.12
Posada, L. E. D., Burban, R. F. R., Sierra, M. P. M. & López, D. A. (2013). Habilidades para la vida: análisis de las propiedades psicométricas de un test creado para su medición. Revista Colombiana de Ciencias Sociales, 4(2), 181-200.
Primi, R., Santos, D., John, O. P. & De Fruyt, F. (2021). SENNA inventory for the assessment of social and emotional skills in public school students in Brazil: Measuring both identity and self-efficacy. Frontiers in Psychology, 12, 716639. https://doi.org/10.3389/fpsyg.2021.716639 DOI: https://doi.org/10.3389/fpsyg.2021.716639
Raynaudo, G. & Borgobello, A. (2016). Uso de TIC: posibles relaciones con habilidades cognitivas e interpersonales en un grupo de adolescentes. Ciencia, Docencia y Tecnología, 27(53), 50-74.
Rendón, A. (2015). Educación de la competencia socioemocional y estilos de enseñanza en la educación media. Sophia, 11(2), 237-256.
Restad, F. & Mølstad, C. E. (2021). Social and emotional skills in curriculum reform: A red line for measurability. Journal of Curriculum Studies, 53(4), 435-448. DOI: https://doi.org/10.1080/00220272.2020.1716391
Richard, L. & Smith, R. (2021). Levels of emotional awareness: Theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42. https://doi.org/10.3390/jintelligence9030042 DOI: https://doi.org/10.3390/jintelligence9030042
Rodríguez-Álvarez, J. M., Yubero, S., Navarro, R. & Larrañaga, E. (2021). Relationship between socio-emotional competencies and the overlap of bullying and cyberbullying behaviors in primary school students. European Journal of Investigation in Health, Psychology and Education, 11(3), 686-696. DOI: https://doi.org/10.3390/ejihpe11030049
Rosales, R., Guizado, F., Salvatierra, A., Juño, K. & Mescua, A. (2020). Programa de desarrollo personal para el desarrollo de habilidades sociales en los estudiantes de secundaria. Revista Científica Digital de Psicología (PSIQUEMAG), 9(1), 102-117. DOI: https://doi.org/10.18050/psiquemag.v9i1.2497
Rubiales, J., Russo, D., Paneiva, J. & González, R. (2018). Revisión sistemática sobre los programas de entrenamiento socioemocional para niños y adolescentes de 6 a 18 años, publicados entre 2011 y 2015. Revista Costarricense de Psicología, 37(2), 163-186. DOI: https://doi.org/10.22544/rcps.v37i02.05
Ruvalcaba, N., Gallegos, J., Orozco, M. & Bravo, H. (2019). Validez predictiva de las competencias socioemocionales sobre la resiliencia en adolescentes mexicanos. Diversitas. Perspectivas en Psicología, 15(1), 1-13. DOI: https://doi.org/10.15332/s1794-9998.2019.0001.07
Sacaca, L. & Pilco, R. (2023). Habilidades sociales en estudiantes de educación secundaria. Revista Estudios Psicológicos, 2(4), 109-120. DOI: https://doi.org/10.35622/j.rep.2022.04.009
Salas, N., Alcaide, M. & Moraleda, A. (2022). Desarrollo de habilidades socio-emocionales en el alumnado de educación infantil. Prisma Social. Revista de Investigación Social, 37, 82-98.
Salmela-Aro, K. & Upadyaya, K. (2020). School engagement and school burnout profiles during high school. The role of socio-emotional skills. European Journal of Developmental Psychology, 17(6), 943-964. DOI: https://doi.org/10.1080/17405629.2020.1785860
Salmela-Aro K., Upadyaya K., Vinni-Laakso J. & Hietajärvi L. (2021). Adolescents' longitudinal school engagement and burnout before and during COVID-19. The role of socio-emotional skills. Journal of Research on Adolescence, 31(3), 796-807. https://doi.org/10.1111/jora.12654 DOI: https://doi.org/10.1111/jora.12654
Sánchez, D. & Robles, M. (2018). Instrumentos de evaluación en inteligencia emocional: una revisión sistemática cuantitativa. Perspectiva Educacional Formación de Profesores, 57(2), 27-50. http://dx.doi.org/10.4151/07189729-Vol.57-Iss.2-Art.712 DOI: https://doi.org/10.4151/07189729-Vol.57-Iss.2-Art.712
Sanmartín, R. C. & Tapia Peralta, S. R. (2023). La importancia de la educación emocional en la formación integral de los estudiantes. Ciencia Latina. Revista Científica Multidisciplinar, 7(3), 1398-1413. DOI: https://doi.org/10.37811/cl_rcm.v7i3.6285
Santamaría, B. & Valdés, M. (2017). Rendimiento del alumnado de educación secundaria obligatoria: influencia de las habilidades sociales y la inteligencia emocional. International Journal of Developmental and Educational Psychology, 2(1), 57-66. DOI: https://doi.org/10.17060/ijodaep.2017.n1.v2.918
Schoon, I., Nasim, B. & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal, 47(5), 1259-1280. DOI: https://doi.org/10.1002/berj.3724
Schuelka, M. J., Sherab, K. & Nidup, T. Y. (2019). Gross national happiness, British values, and non-cognitive skills: the role and perspective of teachers in Bhutan and England. Educational Review, 71(6), 748-766. DOI: https://doi.org/10.1080/00131911.2018.1474175
Segura-Martín, J. M., Cacheiro-González, M. L. & Domínguez-Garrido, M. C. (2015). A study of the emotional skills of Venezuelan students in high school and advanced vocational training. Educación y Educadores, 18(1), 9-26. DOI: https://doi.org/10.5294/edu.2015.18.1.1
Siqueira, M., Benevides, A. & Pizarro, C. (2022). Social Emotional Learning (SEL) Program among fifth graders, three and six months later. Revista Colombiana de Psicología, 31(1), 35-48. DOI: https://doi.org/10.15446/rcp.v31n1.83042
Suárez, X. & Castro, N. (2022). Competencias socioemocionales y resiliencia de estudiantes de escuelas vulnerables y su relación con el rendimiento académico. Revista de Psicología (PUCP), 40(2), 879-904. DOI: https://doi.org/10.18800/psico.202202.009
Torres, J. & Piscoya, C. (2014). Inteligencia emocional y desarrollo de las primeras habilidades sociales en sexto grado. UCV-Hacer. Revista de Investigación y Cultura, 3(2). https://www.redalyc.org/pdf/5217/521751976004.pdf
Tortosa, A. (2018). El aprendizaje de habilidades sociales en el aula. Revista Internacional de Apoyo a la Inclusión, Logopedia, Sociedad y Multiculturalidad, 4(4). https://doi.org/10.17561/riai.v4.n4.13 DOI: https://doi.org/10.17561/riai.v4.n4.13
Tsortanidou, X., Daradoumis, T.& Barberá, E. (2022). Developing social-emotional skills through imaginative teaching methods in elementary education. Early Child Development and Care, 192(8), 1201-1216. DOI: https://doi.org/10.1080/03004430.2020.1854241
Tuomi, I. (2022). Artificial intelligence, 21st century competences, and socio‐emotional learning in education: More than high‐risk? European Journal of Education, 57(4), 601-619. DOI: https://doi.org/10.1111/ejed.12531
Villalobos, M. D. & Riquelme, G. O. L. (2022). Evaluaciones de las competencias socioemocionales en el contexto educativo: una revisión. ConCiencia EPG, 7(1), 43-74. DOI: https://doi.org/10.32654/ConCienciaEPG/Eds.especial-3
Villán-Vallejo, A., Zitouni, A., García-Llamas, P., Fernández-Raga, M., Suárez-Corona, A. & Baelo, R. (2022). Soft skills and STEM education: Vision of the European university EURECA-PRO. BHM: Berg-und Hüttenmännische Monatshefte, 167(10), 485-488. DOI: https://doi.org/10.1007/s00501-022-01275-7
West, M. R., Pier, L., Fricke, H., Hough, H., Loeb, S., Meyer, R. H. & Rice, A. B. (2020). Trends in student social-emotional learning: Evidence from the first large-scale panel student survey. Educational Evaluation and Policy Analysis, 42(2), 279-303. DOI: https://doi.org/10.3102/0162373720912236
Winsler, A., Kim, Y. K. & Richard, E. R. (2014). Socio-emotional skills, behavior problems, and Spanish competence predict the acquisition of English among English language learners in poverty. Developmental Psychology, 50(9), 2242-2254. https://doi.org/10.1037/a0037161 DOI: https://doi.org/10.1037/a0037161
Wolf, S. & McCoy, D. (2019). The role of executive function and social-emotional skills in the development of literacy and numeracy during preschool: A cross-lagged longitudinal study. Developmental Science, 22(4), e12800. https://doi.org/10.1111/desc.12800 DOI: https://doi.org/10.1111/desc.12800
Yugcha, M. C., Tobar, A. D. C. M., Gualotuña, S. M. T., Jaramillo, D. F. A. & López, C. E. L. (2023). La importancia del aprendizaje socioemocional para el éxito académico y la vida en general. Ciencia Latina Revista Científica Multidisciplinar, 7(2), 6163-6179. DOI: https://doi.org/10.37811/cl_rcm.v7i2.5782
Yüksel, M. Y., Tekin, Ö. E., & Kaplaner, K. (2021). The research of the relationship between the problem solving skills & metacognitive awareness of middle school students and the social emotional learning. Cukurova University Faculty of Education Journal, 50(1), 487-506. https://dergipark.org.tr/en/pub/cuefd/issue/59484/747349
Zaragoza-Serralde, I., Ascuy-Morales, A. B. & González-Pérez, N. (2023). Diagnóstico de habilidades socioemocionales en los docentes de secundaria en el Estado de México. Educación y sociedad, 21(3), 112-124. https://doi.org/10.5281/zenodo.8347258