Advancing the understanding and development of social-emotional skills in socioeconomically disadvantaged student communities: a path to equity and growth

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dc.contributor.advisorSolabarrieta Eizaguirre, Josu
dc.contributor.advisorSantibáñez Gruber, Rosa
dc.contributor.authorMartínez Yarza, Nerea
dc.contributor.otherFacultad de Educación y Deporte
dc.date.accessioned2026-02-17T09:25:27Z
dc.date.available2026-02-17T09:25:27Z
dc.date.issued2025-03-03
dc.description.abstractSocial-emotional skills, encompassing abilities such as self-awareness, self-management, social awareness, relationship skills and responsible decision-making, are critical for personal well-being, positive social interactions, and academic success. This thesis explores various aspects of social-emotional skill assessment and development among primary and secondary students, focusing on socioeconomically disadvantaged student populations. It highlights the significant impact of financial hardship during childhood and adolescence on an individual's current well-being, future opportunities and broader societal development. Study 1 presents a systematic review of 25 instruments designed to measure social-emotional skills in students, emphasizing the rapid growth in assessment tools over recent decades and the need for comprehensive, multi-method approaches. Study 2 validates the Social-Emotional and Character Development Scale (SECDS) in a Spanish student sample, confirming its reliability, multi-dimensional structure, and suitability for assessing social-emotional skills in students aged 8 to 17. Study 3 investigates how family involvement influences social-emotional skills of students from economically vulnerable backgrounds, revealing that while family involvement does not directly affect social-emotional skills, it significantly enhances student engagement, which in turn promotes social-emotional growth. Study 4 examines the effect of student academic expectations on student engagement, finding that gender moderates this relationship, with female students showing a stronger positive connection between academic expectations and engagement compared to male students. The thesis combines secondary data analysis and primary data collection, using quantitative methods such as psychometric validation, mediation, and moderation analysis. Together, these studies offer a multi-faceted understanding of social-emotional skill development, emphasizing the importance of students' socioeconomic background and offering insights for interventions aimed at fostering these essential skills in diverse educational contexts.eng
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5122
dc.language.isoeng
dc.publisherUniversidad de Deusto
dc.subjectCiencias Económicas
dc.subjectEconomía sectorial
dc.subjectEducación
dc.subjectPedagogía
dc.subjectOrganización y planificación de la educación
dc.subjectNiveles y temas de educación
dc.subjectPsicología
dc.subjectPsicología del niño y del adolescente
dc.subjectSociología
dc.subjectSociología del trabajo
dc.subjectSociología educativa
dc.titleAdvancing the understanding and development of social-emotional skills in socioeconomically disadvantaged student communities: a path to equity and growtheng
dc.typedoctoral thesis
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