The relationship between emotional competence, classroom climate and school achievement in high school students / La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria

Abstract

The aim of this study is, on the one hand, to find out if differences exist in emotional competence and secondary school students' perceptions of classroom climate according to gender and educational level and, on the other hand, to analyse the relationship between emotional competence, classroom climate and school achievement in secondary school students. The study advances the hypothesis that emotional competences and classroom climate are mediators in school achievement. For this purpose, 420 students from secondary and further education were selected with an average age of 14.29 ± 1.52.In emotional competence, the results showed differences according to gender and educational level, while in classroom climate, differences were only found according to educational level. The mediational analysis showed that classroom climate is an influential variable in the predictive value of emotional competence in relation to school achievement. Likewise, emotional competence acts as a mediating influence on classroom climate and school achievement. This study thus highlights the need to implement training processes to help teachers to promote positive socio-emotional contexts and programmes to develop students' emotional competence, which will improve their school achievement.

Perceptions Of Classroom Climate By Secondary School Students: Grade And Gender Features

“…The majority of studies are concentrated https: //dx.doi.org/10.15405/epsbs.2018.11.02.60 Corresponding Author: Svetlana Petrova Selection and peer-review under responsibility of the Organizing Committee of the conference eISSN: 2357-1330 544 within the secondary school years. The results for differences in classroom climate demonstrate a turning point between the younger and older secondary schoolchildren (Heller, 2001;López-González & Oriol, 2016;Way, 2007). It is in agreement with the well-known fact that conflicts and violence at school, which have an impact on classroom climate, increase between the ages of 12 and 15, and then decrease during older school ages.…”

Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach

“…In addition, various investigations have worked in the same line on the successful implementation of IE training programs since childhood (Denham et al, 2012; Fernández-Sánchez et al, 2015), adolescence (López-González and Oriol, 2016), and adulthood within the university education, both undergraduate (Oriol et al, 2016) and master's-level (Torrecilla-Sánchez et al, 2018). …”

Emotional Creativity as Predictor of Intrinsic Motivation and Academic Engagement in University Students: The Mediating Role of Positive Emotions

“…The development of EC may be one of the greatest challenges for the educational systems to achieve the student’s reconnection with their own learning processes and reduce the risk of school failure. To reach this goal, launching social-emotional learning programs (Coelho et al, 2014) and even, programs directly aiming at boosting the experience of positive emotions, like mindfulness programs, for both students and teachers, is crucial (Franco et al, 2014; Amutio et al, 2015; López-González and Oriol, 2016; López-González et al, 2016). Activating positive emotions will allow students to perceive themselves as successful in the tasks execution (self-efficacy), as opposed to negative emotions, which are related to more perceptions of failure (Amutio et al, 2015; Oriol et al, 2016; Tze et al, 2016).…”

“…Emotions experienced in the classroom affect the performance of students, as well as their interest, commitment and personality development, which, in turn, affects the social climate in the classrooms and educational institutions (Pekrun, 2006; Amutio et al, 2015; López-González and Oriol, 2016). Academic emotions comprise different actors, such as teachers, students, parents, and school employers.…”