A platform for research: civil engineering, architecture and urbanism
A platform for research: civil engineering, architecture and urbanism
Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being
Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students’ school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students’ overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education.
Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being
Numerous contributions corroborate the need to include emotional education and the development of emotional competencies at school to improve students’ school learning and well-being. The present study aims to learn more about the development of emotional competencies in primary school students, taking into account gender differences across different cycles and analyzing the potential link with students’ overall academic performance. Participants were 2389 primary school students (51.2% boys and 48.8% girls), aged from 6 to 12, from 21 public and semi-private schools in Spain. The study is a non-experimental quantitative study, using an ex-post-facto descriptive method. The Emotional Development Questionnaire (CDE 9-13), the Emotional Competencies Observation Scale, and the overall grade point average were applied to the sample. The results show significant differences in favor of girls in the development of most emotional competencies in all three educational cycles. Differences were also observed in academic performance by gender in the primary school cycle, with girls achieving higher grades. At the same time, positive correlations were found between academic performance and emotional competencies. The results confirm the importance of including emotional education in primary education.
Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being
Èlia López-Cassà (author) / Felicidad Barreiro Fernández (author) / Salvador Oriola Requena (author) / Josep Gustems Carnicer (author)
2021
Article (Journal)
Electronic Resource
Unknown
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