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Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables

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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, Spain)

  • Myriam Alvariñas-Villaverde

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

  • Margarita Pino-Juste

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

Abstract

Social-emotional skills have been an important object of study in recent years due to their relationship with academic, personal and professional success. The aim of this study was to analyse the relationship between these skills and different influential variables. The participants had a mean age of 14.18 years. The instruments used were the Social Emotional Competence Questionnaire (SECQ) and the Physical Activity Questionnaire for Adolescents (PACQ-A). Generally, the results indicated gender differences and no influence of age. Those who engaged in after-school activities scored higher on social awareness. In addition, artistic and musical extracurricular activities were associated with social-emotional skills, whereas sports activities were not. It was also found that the physical activity index was not related to socioemotional factors, except in self-awareness and in a negative way. It is necessary to analyse the quality of the extracurricular programmes offered and the training of the professionals in charge of their development. It also seems important to take into account the gender perspective in competence work, increasing self-management in girls and relationship management in boys.

Suggested Citation

  • Iago Portela-Pino & Myriam Alvariñas-Villaverde & Margarita Pino-Juste, 2021. "Socio-Emotional Skills in Adolescence. Influence of Personal and Extracurricular Variables," IJERPH, MDPI, vol. 18(9), pages 1-12, April.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:9:p:4811-:d:547083
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    References listed on IDEAS

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    1. Katja Coneus & Manfred Laucht, 2014. "The effect of early noncognitive skills on social outcomes in adolescence," Education Economics, Taylor & Francis Journals, vol. 22(2), pages 112-140, April.
    2. Dougherty, Danielle & Sharkey, Jill, 2017. "Reconnecting Youth: Promoting emotional competence and social support to improve academic achievement," Children and Youth Services Review, Elsevier, vol. 74(C), pages 28-34.
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    Cited by:

    1. Nerea Martinez-Yarza & Rosa Santibáñez & Josu Solabarrieta, 2023. "A Systematic Review of Instruments Measuring Social and Emotional Skills in School-Aged Children and Adolescents," Child Indicators Research, Springer;The International Society of Child Indicators (ISCI), vol. 16(4), pages 1475-1502, August.
    2. Fabián Humberto Marín-González & Iago Portela-Pino & Juan Pedro Fuentes-García & María José Martínez-Patiño, 2024. "Analysis of Socio-Emotional Competencies as a Key Dimension for Sustainability in Colombian Elite Athletes," Sustainability, MDPI, vol. 16(5), pages 1-18, March.

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