Socio-emotional competencies and social support in Peruvian university students: post-COVID-19 educational context

Villavicencios N.G.V.; Merino E.P.; Torres C.N.B.; Rojas E.E.S.; Navarro E.R. · Revista Cubana de Investigaciones Biomedicas (2023)

Resumen

Objective: To determine the relationship between social support and socioemotional competencies in Peruvian university students, Hermilio Valdizán National University, Huánuco-Perú, post-COVID-19 context. Methods: The work had a quantitative approach of correlational type with cross-section 353 male and female students randomly selected from different faculties of the Hermilio Valdizán National University, Huánuco-Perú, 2022 participated and responded to two self-report type scales, one of social, family, and friend support and another of socio-emotional competencies. Correlation analysis was performed using Spearman's Rho non-parametric statistical test. Results: 84.1% of the students presented a medium level of socio-emotional skills; in the same way, 52.1% perceived social support as medium level. The positive correlation between perceived social support and socio-emotional competence was moderate, with p≤0.000, and the dimensions of social support, such as family and friend support, also showed a positive and significant correlation, all with p≤0.000. Conclusions: The social support that young university students have is modestly related to the development of the socio-emotional competence under study.

Instituciones: Universidad Nacional Hermilio Valdizán; Universidad César Vallejo