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Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender

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  • Iago Portela-Pino

    (Department of Health Sciences, Faculty of Health Sciences, Isabel I University, 09003 Burgos, Spain
    Research Group on Education, Physical Activity and Health (GIES10), Galicia Sur Research Institute (IIS Galicia Sur), SERGAS-UVIGO, 36312 Vigo, Pontevedra, Spain)

  • Myriam Alvariñas-Villaverde

    (Research Group on Education, Physical Activity and Health (GIES10), Galicia Sur Research Institute (IIS Galicia Sur), SERGAS-UVIGO, 36312 Vigo, Pontevedra, Spain
    Department of Special Didactics, Faculty of Education and Sport Sciences, University of Vigo, 36310 Vigo, Pontevedra, Spain)

  • Margarita Pino-Juste

    (Research Group on Education, Physical Activity and Health (GIES10), Galicia Sur Research Institute (IIS Galicia Sur), SERGAS-UVIGO, 36312 Vigo, Pontevedra, Spain
    Department of Didactics, Faculty of Education and Sport Sciences, School Organization and Research Methods, University of Vigo, 36310 Vigo, Pontevedra, Spain)

Abstract

Socio-emotional skills seem to have an important influence on the academic performance of students. This performance is usually higher in girls than in boys. Our aim was to determine which socio-emotional skills influence academic performance and whether gender is a variable that can explain these differences. The results indicated that the socio-emotional skills of adolescents were high, highlighting self-awareness, relationship management, and decision-making. The lowest scores were in social awareness and self-management. Girls obtained higher grades, and students with higher grades had a higher level of social-emotional skills, except in self-management, where there were no differences. Self-management was greater in boys and relationship management was greater in girls. Students who failed did not differ from those who obtained very high results, except in decision-making. Overall, decision-making appeared to be the most important variable in students’ academic performance. Therefore, it would be necessary to design strategies that promote this ability in students. Hence, the adoption of active and collaborative methodologies that facilitate the achievement of this goal is suggested.

Suggested Citation

  • Iago Portela-Pino & Myriam Alvariñas-Villaverde & Margarita Pino-Juste, 2021. "Socio-Emotional Skills as Predictors of Performance of Students: Differences by Gender," Sustainability, MDPI, vol. 13(9), pages 1-11, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:9:p:4807-:d:543033
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    References listed on IDEAS

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    2. Dr. Muhammad Atif Zahid & Dr. Qaisar Abbas & Dr. Shafqat Hussain & Tahira Parveen & Shazia Tabassum & Misbah Rehman, 2024. "Social-Emotional Competence: A Comparative Study of Pakistani Muslim and Non-Muslim Secondary School Students," Bulletin of Business and Economics (BBE), Research Foundation for Humanity (RFH), vol. 13(3), pages 290-295.

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