SOCIAL AND EMOTIONAL COMPETENCIES IN ELEMENTARY SCHOOL: A SYSTEMATIC REVIEW

• Autor(a) principal: Brantes, Carolina dos Anjos Almeida
• Data de Publicação: 2022
• Outros Autores: Gondim, Sônia Maria Guedes
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/4798
• topic: Competências Socioemocionais; Ensino Fundamental; Revisão de literatura; Educação; Inteligência emocional; Social and emotional competencies; elementary school; Literature review; education; emotional intelligence; Competencias socioemocionales; educación básica; revisión de literatura; Educación; inteligencia emocional

There is a theoretical and empirical diversity on social and emotional competencies (SEC), mainly considering the context of application. The objective of this literature review study was to map and characterize the scientific production of studies on SEC and related concepts in the area of ​​education, more specifically in elementary school, between 2010 and 2019. 2834 articles were found that, after steps recommended by Grupo Prisma for conducting systematic reviews and meta-analyses, resulted in 66 studies analyzed. Most were empirical studies,  with a sample of students and included interventions. Many SEC were studied, the most frequent being emotional regulation, emotional perception and social interaction. The results of the analysis pointed to positive associations between SEC and health, well-being, students' academic performance and functional social interactions and negative associations with anxiety, stress and Burnout. Although the focus was on elementary education, some studies may have been left out of the review given the diversity of nomenclatures to refer to the same educational stage in the countries where the studies were carried out.