¿Qué son y cómo se evalúan las competencias socioemocionales?: Una revisión sistemática

Social-emotional competencies (SEC) are seen as a central axis of the curriculum, with programs to develop them and evidence of their impact. This magnified interest in the last decades has made it a colloquial topic and, on the other hand, there is a diffuse and varied understanding of SEC. This complicates the evaluation, which is faced with the differentiation with associated variables, and with different approaches to evaluate them: self-reporting, execution, evaluation by outsiders. The objective is to use a systematic review to analyze the conceptualization of SEC and the existing instruments for a holistic view of the state of the art. A systematic review was used, under the PRISMA method, with a search in the databases: ERIC, EBSCOHost and DOAJ, of studies from the last 10 years. Eleven articles were analyzed with respect to the conceptualization of the variable, approach, type of instrument and target population. A general conceptualization is presented, as well as the existing instruments with their main characteristics. It is interesting to observe that several articles do not proceed from a conceptualization of SEC, others integrate associated variables in the assessment and despite the criticism directed towards self-reporting instruments, this type of contribution predominates.