Socio-emotional competencies and self-regulation of learning in high school students

Abstract

The holistic ability to understand, communicate and regulate emotions in the socio-educational environment presents itself as a difficulty in achieving adequate control processes in learning, causing inequality of opportunities in integral human development and access to comprehensive citizenship education. The objective of the research was to analyze the training in socio-emotional competencies in the self-regulation of learning in high school students of the Juan Montalvo Fiscomisional Educational Unit, of the Manta Canton, in the period 2022 - 2023. The quantitative approach and field research were used as methodology. The inductive research method was used in conjunction with the bibliographic review. The research instruments applied to second-year high school students were: survey and metacognitive test. The results indicated, in the formative evaluation, that in the students who applied a methodology based on the formation of socio-emotional competences, they improved their academic performance and presented greater control in the progress and control of their learning. Finally, it is concluded that educational models that promote the progressive teaching of socio-emotional skills promote self-regulation of the learning process.