Socioemotional and Cognitive Skills: Its Relation to School Performance in Elementary School

Abstract

Several constructs shown as good predictors of school performance. However, previous studies have focused only on a part of these predictors, making it difficult to understand their interaction to predict school performance. This study verified the associations (correlations), predictions (linear regressions), and relationship dynamics (network analysis) of variables (intelligence, EI, personality, and executive functions) that predict school performance (Portuguese, mathematics, and general) in children and adolescents in the elementary education. In total, 133 students were submitted to instruments to assess the predictive abilities and performance measures included in this study. Regression analyses showed emotional intelligence and abstract reasoning as the main positive predictors of school performance, and the agreeableness/openness trait as a positive predictor of overall performance and mathematics. The results corroborated by centrality indicators estimated through network analyses. This study advances when considering several variables concurrently.

Learning Motivation, Socioemotional Skills and School Achievement in Elementary School Students

“…Investment in the development of socioemotional skills has been shown to be an effective way to promote learning because it is one of the ways to stimulate the development of selfefficacy beliefs (Pajares & Olaz, 2008). In the school context, socioemotional competencies contribute to the improvement of the teaching-learning process, as well as to the prevention of students' learning problems; in addition to being one of the components that lead to the promotion of school success or failure, and that predict academic and professional performance in adulthood (Castro, Bueno, & Peixoto, 2021).…”