Correlates, Antecedents and Consequents of Socio-emotional Competencies in Higher Education: A Scoping Review

This study aimed to identify, analyze, and synthesize the correlates, antecedents, and consequents of socio-emotional competencies through a scoping review. The search was conducted in ERIC, PsycNET, PubMed, SCOPUS, and Web of Science databases. Empirical, quantitative studies that assessed socio-emotional competencies in samples of university students were included, resulting in eight articles. The factors identified in the socio-emotional competence instruments were grouped through content analysis into four categories: (a) interpersonal relationships, (b) self-management of emotions, (c) life administration and management, and (d) openness and exploration. Based on these categories, the correlates, antecedents, and/or consequents of socio-emotional competencies were identified. The findings highlight meaningful associations between socio-emotional competencies and other social and emotional variables, reasoning, learning, and strategies for coping with challenges in academic life. Practical implications for career interventions and the development of educational policies are discussed.