Socio-affective, learning styles, and academic performance in basic secondary education in Colombia

Abstract

This theoretical review article aims to analyze the relevant theoretical perspectives on the impact of socio-affectivity and learning styles on the academic performance of secondary school students, taking as a reference the challenges observed in educational institutions in Barranquilla, Atlántico. The central problem lies in the limited integration between the socio-affective dimension and learning styles in pedagogical practice, a situation that affects students’ academic performance and motivation. The study is situated in an urban educational context with diverse social and economic conditions, highlighting the need for comprehensive pedagogical approaches. Research by Kolb (1984), Chaccha et al. (2021), Hernández Rico (2021), Ortega and Cabello (2020), and Iglesias and Romero (2021) show that emotional security, affective support, and methodological adaptation to learning styles are decisive factors in the teaching-learning processes. The review is based on twenty-five academic sources selected for their relevance and currency, including books, scientific articles, and doctoral theses. The results show that articulating the socio-affective dimension with learning styles constitutes a key strategy to strengthen academic performance and foster integral development. Limitations are also identified, such as the scarcity of recent research in basic education and the lack of studies contextualized in Barranquilla. Consequently, the review raises the need for inclusive and situated pedagogical practices that recognize students as integral beings and promote more equitable and humanizing education.