The Role of Sociological and Emotional Learnings as Predictors of Academic Performance: Basis for a Proposed Navigating Academic Success Through Social Emotional Learning Program

This study explored the extent of sociological and emotional learning as predictors of academic performance among Senior High School learners in Alabel 2 District during the school year 2023 to 2024. It employed a quantitative descriptive correlational research design and involved 205 students selected from a total population of 420 through stratified proportional sampling across four public schools. Results showed that sociological learning, particularly in areas such as student-teacher relationships, was often observed. Emotional learning, including aspects like self-awareness and self-efficacy, was also frequently exhibited by the learners. Their academic performance was generally rated as good. Further, analysis revealed that both sociological and emotional learning had a significant relationship with academic performance. Students who maintained strong interpersonal connections and possessed emotional regulation skills tended to perform better in school. Moreover, both social and emotional learning, particularly teacher-student relationships, sense of belonging, grit, social awareness, and self-efficacy significantly predict academic performance. These findings underscore the importance of supporting learners’ social and emotional development to enhance academic performance and foster well-rounded, resilient, and socially competent students.