Socioemotional profile and its correlation with grade point average among applicants to the Bachelor's degree program in Psychology

Abstract

The objective of this study is to determine the relationship between academic trajectory (high school Grade Point Average) and the socioemotional dimensions at entry in applicants to the Bachelor’s Degree in Psychology at a public university for the 2026-2031 cohort. Method: This is a quantitative, non-experimental, cross-sectional study with a descriptive-correlational scope. The sample consisted of 342 applicants, who completed a Likert-type structured questionnaire via a Google Form. Data were processed using descriptive and inferential statistics (Pearson correlation coefficient). Results: A medium-high prior academic performance was identified, X̄ = 8.54 (DE = 0.74). Regarding the socioemotional profile, the global score named “total socioemotional” obtained a mean of X̄ = 2.37 with a deviation standard (DE) of 0.35. The inferential analysis confirmed a positive and statistically significant relationship between high school GPA and the "total socioemotional" score. At an analytical level, the association was specifically and selectively concentrated in the dimensions of self-regulation, showing independence from self-awareness, empathy, and collaboration. It is concluded that high school GPA is a valuable indicator of behavioral management and independence, but insufficient on its own, justifying the need to implement comprehensive selection processes. Implications: The findings provide a fundamental empirical baseline to optimize the Tutorial Action Program and design timely psychopedagogical or clinical interventions focused on addressing academic risk and affective vulnerability from the moment of entry into university life.