Relación entre la regulación emocional, las habilidades sociales y motivación académica en adolescentes de básica superior fiscomisionales del cantón de Loja, durante el período octubre 2025

Abstract

Abstract: The study aimed to analyze the relationship between emotional regulation, social skills, and academic motivation among upper basic education adolescents at a state-subsidized fiscomisional educational institution in the Loja canton. A quantitative approach was employed, utilizing a non-experimental, cross-sectional design with a descriptive-correlational scope. The sample consisted of 100 students, assessed using the ERQ-CA questionnaire and the EMA test. Results showed a greater use of cognitive reappraisal (M = 16.60; SD = 3.88) compared to expressive suppression (M = 11.50; SD = 3.45). Regarding social skills, the planning dimension stood out (74.00%), followed by basic social skills (70.50%) and skills alternative to aggression (70.22%). Concerning academic motivation, external regulation (M = 20.70) and identified regulation (M = 20.60) predominated. A significant, weak positive relationship was found between emotional regulation and social skills (r = .305; p = .012), and a significant, moderate positive relationship was observed between social skills and academic motivation (r = .529; p < .001). It was concluded that enhancing social skills benefits the academic motivation and socio-emotional development of adolescents.