Psychopedagogical Support and Socio-Emotional Well-Being as Factors Associated with Student Motivation, School Retention and Holistic Development

Abstract

Psychopedagogical support and socio-emotional well-being are associated with student motivation, school retention and holistic development, integrating personal, emotional, academic, social and institutional dimensions that shape the educational experience. The study aimed to analyse this relationship and identify the main factors and dimensions described in the selected sources. It adopted a qualitative approach with a descriptive and interpretative scope, using a structured selection process based on PRISMA 2020 to organise and examine specialised information on psychopedagogical support, socio-emotional well-being, motivation, retention and holistic development. The findings show that psychopedagogical guidance is associated with the identification of needs, self-regulation, adaptation and coping with academic demands. Likewise, socio-emotional well-being is related to emotional regulation, a sense of belonging, interpersonal relationships, perceived support and student engagement. Motivation and retention have a multidimensional configuration shaped by family, academic, emotional, social and institutional factors. Consequently, the integration of psychopedagogical support and socio-emotional well-being promotes conditions associated with more stable and participatory educational trajectories, fostering the development of personal, social and academic capacities and increasing the likelihood of educational continuity.