INTEGRATING SOCIAL SKILLS AND LEARNING: THE ROLE OF SOCIO-EMOTIONAL INTELLIGENCE IN STUDENT COLLABORATION

Abstract

This study explores the role of socio-emotional intelligence (SEI) in shaping peer collaboration among secondary school students. Socio-emotional intelligence encompasses key skills such as self-awareness, self-regulation, empathy, and social adaptability, all of which influence how students interact with and support one another in a learning environment. Collaborative learning is essential for academic success, yet its effectiveness depends largely on students’ ability to communicate, understand emotions, and resolve conflicts. Using a quantitative research approach, this study surveyed 605 secondary school students in Punjab, Pakistan, analyzing their SEI levels and peer collaboration tendencies. Standardized scales were used to measure both variables, and statistical analysis revealed a positive correlation (r = 0.405, p < 0.01) between SEI and peer collaboration. Regression analysis further indicated that SEI significantly predicts students' ability to work together, accounting for 16.4% of the variance in collaboration levels. The findings suggest that students with higher socio-emotional intelligence are better at resolving conflicts, engaging in teamwork, and maintaining effective peer relationships, which ultimately enhances their academic performance. These results highlight the importance of integrating SEI development into educational programs to foster a more cooperative and emotionally supportive classroom environment. The study recommends that schools incorporate socio-emotional intelligence training into curricula to improve student engagement and collaboration skills.