Neurobiology of interpersonal skills in adolescents: Systematic review
DOI:
https://doi.org/10.29076/issn.2528-7737vol19iss51.2026pp102-110pKeywords:
interpersonal skills, adolescents, neurobiology, social-emotional learning, educationAbstract
This systematic review examines scientific literature published between 2020 and 2025 on adolescent development and interpersonal skills, with the aim of identifying key patterns, research gaps, and implications for educational practice. The study followed the PRISMA 2020 guidelines and included a structured search in Scopus, Web of Science, and SciELO databases. A total of 530 records were identified, of which 25 studies met the inclusion criteria after a rigorous screening process.
Findings indicate that interpersonal skills—particularly assertive communication, empathy, emotional regulation, and collaborative conflict resolution—are strongly associated with adolescents’ biopsychosocial well-being and academic performance. Evidence also highlights the effectiveness of interventions based on social-emotional learning, educational neuroscience, and cognitive-behavioral approaches, especially when implemented in a sustained and context-integrated manner.
However, the review reveals important limitations in the existing literature, including methodological heterogeneity, a predominance of cross-sectional designs, and limited representation of Latin American contexts.
This study contributes by integrating neurobiological and socioeducational perspectives, offering a comprehensive framework for understanding interpersonal skill development in adolescence and supporting the design of evidence-based educational strategies
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