Socio-Emotional Competencies and Academic Performance in Latin American University Students: An Approach to Sustainable Development

Abstract

Objective: The aim of this study is to analyze the socio-emotional competencies of Latin American university students and their relationship with academic performance and emotional well-being in alignment with SDG 4 (quality education). Theoretical Framework: The study is grounded in theories of emotional intelligence and emotion regulation, emphasizing the importance of skills such as empathy and resilience for academic and personal success within the university context.   Methods: A systematic review was conducted of articles published in the SciELO repository from 2019 to 2024, employing quantitative, qualitative, and mixed methods. The reviewed studies included tools such as the TMMS-24 and the Self-Efficacy Scale of Multiple Intelligences to evaluate socio-emotional skills.   Results and Discussion: Findings show that socio-emotional competencies such as emotional intelligence, empathy, and emotional self-regulation significantly enhance academic performance and act as protective factors against academic stress. Additionally, these skills promote emotional well-being and facilitate better adaptation to university life.   Research Implications: It is recommended that university curricula include educational programs that strengthen socio-emotional competencies, tailored to the cultural realities of each region.   Originality: This study provides evidence on the correlates of socio-emotional competencies in Latin American higher education and offers recommendations to improve student academic performance and well-being.