Socioemotional Factors and their Influence on Academic Performance and Classroom Behavior

Abstract

This research, titled "Socioemotional Factors and their Influence on Academic Performance and Classroom Behavior", aimed to analyze the relationship between socioemotional skills and academic achievement among Ecuadorian students. Through a systematic review and meta-analysis of quantitative studies, a significant positive association was found between these two variables. The results demonstrated that the development of skills such as self-efficacy, emotional regulation, and social skills significantly contributes to academic success and positive classroom behavior. Additionally, contextual factors such as socioeconomic status and type of educational institution were found to moderate this relationship. The methodology employed in this research was based on an exhaustive search of academic databases, following rigorous inclusion and exclusion criteria. However, it is important to acknowledge the limitations inherent in any systematic review, such as the heterogeneity of included studies and the possibility of publication bias. The findings of this study highlight the importance of promoting the development of socioemotional skills among Ecuadorian students. It is recommended to integrate socioemotional learning into school curricula, train teachers in these competencies, and design specific intervention programs to address the needs of different student groups. Furthermore, it is suggested to continue researching in this area to delve deeper into the underlying mechanisms of the relationship between socioemotional factors and academic performance.