Habilidades sociales y estrés académico en adolescentes de 12 a 15 años en una institución educativa de la ciudad de Quito, durante el periodo septiembre 2025 a enero 2026

Abstract

This study aimed to analyze the relationship between social skills and academic stress in adolescents from a private school located in a socially vulnerable area. The research employed a quantitative approach, with a descriptive-correlational, cross-sectional design, and a sample of 85 students aged 12 to 15. Social skills were assessed through dimensions such as basic, advanced, emotional, planning, and aggression control skills, while academic stress was analyzed by considering stressors, symptoms, and coping strategies. The results showed predominantly moderate levels of both social skills (50.59%) and academic stress (69.41%). Pearson's correlation analysis revealed positive and significant relationships between various dimensions of social skills and academic stress, particularly planning (r = .749, p < .001), emotional skills (r = .553, p < .001), aggression control (r = .583, p < .001), and basic skills (r = .524, p < .00). These findings differ from previous studies, which posit social skills as having a protective role. In contexts of high vulnerability, these skills reflect active coping strategies and greater interpersonal exposure, rather than a stress-buffering effect. This study highlights the importance of considering ecological and contextual factors when interpreting psychosocial variables in vulnerable educational environments.