El autocontrol y las habilidades socioemocionales

Abstract

This research analyzed the impact of self-control on the socioemotional skills of students in eighth, ninth, and tenth grades of Upper Basic Education at "La Merced" Educational Unit, addressing a highly relevant topic in the educational field. The significance of this study lies in the need to understand how self-control influences students’ emotional and social development, as this understanding enables more effective support for their comprehensive education. A mixed-methods approach (qualitative and quantitative) was employed, with a descriptive, exploratory, and correlational level of research. The study followed a cross-sectional design and was based on an exhaustive review of scientific literature, which provided a solid theoretical foundation. Subsequently, reliable instruments such as Rosenbaum’s Self-Control Schedule and Gismero’s Social Skills Scale were applied to evaluate the students and measure the relationship between the variables. For this purpose, the chi-square test was used. The data analysis, along with the application of the statistical test, confirmed a significant relationship between self-control and socioemotional skills. The results showed a Pearson chisquare value of 87.899, which exceeded the expected critical value of 21.0261. Additionally, an asymptotic bilateral significance level of 0.000 was obtained, below the established threshold of 0.05, thereby confirming a statistically significant association between the two variables. In conclusion, self-control is identified as a key factor in students’ socioemotional development. The findings provide empirical evidence that supports the need to design and implement educational strategies aimed at strengthening self-control and fostering socioemotional skills within the school context.