Online and offline socio-emotional competencies and academic performance: the role of social media use in adolescents

Adolescents increasingly navigate offline and online communication environments simultaneously, often using several social media platforms at once. Socio-emotional competencies are thus crucial in online and offline contexts. This study investigates the impact of offline socio-emotional competencies, online socio-emotional competencies (e-COMs), and the number of social media platforms on academic achievement in Colombian adolescents. Data were collected from a sample of 303 Colombian secondary school students (10–14 years old, M = 11.8, SD = 1.48). To examine direct and indirect effects, path analysis was applied. Results showed significant connections between offline socio-emotional competencies and e-COMs, which, in turn, predicted academic performance. Additionally, the number of regularly used social media platforms negatively impacted academic performance. Notably, we observed an indirect effect of offline socio-emotional competencies on academic performance through e-COMs, alongside significant overall effects. This study’s findings offer insights into the interplay between online and offline socio-emotional competencies, highlighting the need for targeted educational interventions to enhance academic performance. Implications include the need for educational programs designed to strengthen socio-emotional competencies and encourage responsible online engagement. This study contributes to the international literature by providing evidence from a Latin American context, expanding the cultural breadth of research on emotional development and academic outcomes in digitally connected youth.