Analysis of the relationship between emotional competences, self-esteem, classroom climate, academic achievement, and level of well-being in primary education

Abstract

Abstract

Several authors have stressed the importance of those variables regarding emotional intelligence, climate in school and self-esteem in the scholar environment. In this sense, the present study aims to examine the relationship between the variables of self-esteem, classroom climate, level of well-being (assessed with a scale of anxiety-state), academic achievement and emotional competences (emotional awareness, emotion regulation, emotional autonomy, social competence and life's competences and well-being) in a sample of students of primary education. To that end, students are assessed with a self-informed protocol composed by four instruments (QDE, STAIC, A-EP y CES), as well as with the marks of their instrumental subjects. The analysis of the results enhances the relationship between the studied variables and the different relationship between them which helps elucidate the mechanisms that intervene in their association. As a conclusion, our results show that, as it was hypothesised and as previous literature shows, a better emotional management and a healthier self-esteem clearly predict a better emotional estate of children, which is reflected in the social climate of the classroom and the academic achievement. At the same time, it is important to note that the emotional competences are the variables with a stronger predictive power in terms of the well-being of the students.