Relationship between socioemotional skills and social cognitive processes in Primary School students: A systematic review
DOI:
https://doi.org/10.66615/04csmq67Keywords:
Socio-emotional competencies, social cognitive processes, Elementary School, systematic reviewAbstract
This systematic review aimed to analyze and synthesize research published during the last decade (2015-2025) on the relationship between socioemotional and sociocognitive aspects in Primary Education students. Following PRISMA guidelines, a thematic analysis was carried out to examine the scientific production published between 2015 and 2025 in the Dialnet, Scopus and ScienceDirect databases. From a total of 1,592 initial records, 21 articles were selected that met the following inclusion criteria: articles published in English or Spanish, articles in which socio-emotional and socio-cognitive aspects are related, articles that work with the Primary School child population, and articles developed in the educational context. The exclusion criteria were: articles not related to the topic, articles that consider other age groups (adolescents, adults, older people), articles that evaluate people with disabilities or mental disorders, and non-original articles. The results of this review revealed a predominance of studies carried out in Europe (mainly Spain and Italy) and a growing publication trend in the last five years (2021-2025). The most studied socioemotional variables were self-regulation and empathy, which showed significant links established through evaluation before and after pedagogical interventions and identification of statistical correlations, mostly, with sociocognitive processes such as cooperation and problem solving.
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