SOCIOEMOTIONAL COMPETENCIES IN THE PREPARATION FOR HIGH-PERFORMANCE PUBLIC EXAMINATIONS: THE DIPLOMATIC CAREER ADMISSION EXAM

Abstract

Preparation for high-performance public examinations imposes demands on candidates that go beyond content mastery, involving socioemotional competencies that directly impact academic performance and persistence in the process. This article aims to analyze how these competencies influence the performance of candidates for the Brazilian Diplomatic Career Admission Exam (CACD), based on the categorization of their perceptions. It also seeks to identify the most essential competencies, examine the strategies used to develop them, and understand the main emotional challenges faced. A qualitative and exploratory approach was adopted, using an open-ended questionnaire answered by candidates at different stages of preparation. Data analysis was conducted through content analysis, according to Bardin (2011). The results reveal that anxiety, frustration, and difficulty in maintaining consistency in studying are recurrent challenges, while practices such as therapy, time planning, self-care, and meaning-making appear as regulatory strategies. The study concludes that socioemotional competencies are not accessory elements, but rather structuring components of self-regulated learning in high-demand contexts. It contributes to expanding the understanding of the subjective dimension of preparation for the CACD, highlighting the importance of pedagogical practices that integrate emotional care, qualified listening, and strategic development of self-regulation.