Socio-Emotional Competence and Academic Grit Among Grade Ten Students of the Largest Comprehensive High School

Precious Lovelle M. Barrientos and Cris John Bryan C. Dela Cruz
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Precious Lovelle M. Barrientos: Teacher III, Koronadal National Comprehensive High School, Philippines
Cris John Bryan C. Dela Cruz: Assistant Professor IV, Sultan Kudarat State University, Philippines

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 5, 4947-4957

Abstract: This study examined the relationship between socio-emotional competence and academic grit among Grade 10 students at Koronadal National Comprehensive High School. Using an explanatory sequential mixed-methods design, it gathered quantitative data from 320 students through a survey and qualitative insights from five teacher-advisers via interviews. Socio-emotional competence was assessed in five areas: self-awareness, social awareness, self-management, relationship skills, and responsible decision-making. Academic grit focused on perseverance, consistency of interest, and commitment to goals. Findings showed that students had high socio-emotional competence, especially in relationship management and decision-making, though some struggled with emotional regulation and self-awareness. Academic grit was also high, with notable perseverance and goal consistency, though sustaining motivation under pressure remained a challenge. Statistical analysis revealed a significant positive correlation between socio-emotional competence and academic grit, indicating that emotionally competent students exhibited greater persistence in achieving academic goals. Qualitative data emphasized coping strategies such as self-reflection, peer support, and mindfulness. The study concludes that strengthening socio-emotional competence enhances academic grit and recommends integrating social-emotional learning, resilience-building workshops, and stress management techniques into school curricula.

Date: 2025
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