Parenting and socio-emotional competencies: Predictive factors of academic performance invulnerable educational contexts

Abstract

This article analyses the main theoretical and empirical contributions regarding the influence of parenting and social-emotional skills on learning. Through a systematic review, it seeks to identify the factors that demonstrate the relationship between family support and academic performance, with a focus on their educational implications in vulnerable settings. It is theoretically grounded in the ideas of Baumrind (1991), Darling and Steinberg (1993), and CASEL (2020), who recognise that positive parenting and social-emotional skills have a direct impact on students’ holistic development. Methodologically, a descriptive-analytical approach with a narrative character is employed, analyzing scientific sources from 2020 to 2024, including classic studies due to their conceptual importance. The analysis was structured around categories of positive parenting, such as socio-emotional skills and academic performance. The results reveal that authoritative parenting, based on communication and affection, fosters self-regulation, resilience, and intrinsic motivation, while adverse socioeconomic environments reduce the effectiveness of family support. It follows that positive parenting and emotional education are essential variables in learning, and that their incorporation into public and school policies could mitigate educational inequalities and improve student well-being