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Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being

Author

Listed:
  • Èlia López-Cassà

    (Department of Teaching and Learning and Educational Organization, University of Barcelona, 08035 Barcelona, Spain)

  • Felicidad Barreiro Fernández

    (Department of Pedagogy and Teaching, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain)

  • Salvador Oriola Requena

    (Department of Applied Didactics, University of Barcelona, 08035 Barcelona, Spain)

  • Josep Gustems Carnicer

    (Department of Applied Didactics, University of Barcelona, 08035 Barcelona, Spain)

Abstract

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.

Suggested Citation

  • Èlia López-Cassà & Felicidad Barreiro Fernández & Salvador Oriola Requena & Josep Gustems Carnicer, 2021. "Emotional Competencies in Primary Education as an Essential Factor for Learning and Well-Being," Sustainability, MDPI, vol. 13(15), pages 1-10, August.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:15:p:8591-:d:606665
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    References listed on IDEAS

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    1. Heckman, James J. & Kautz, Tim, 2012. "Hard evidence on soft skills," Labour Economics, Elsevier, vol. 19(4), pages 451-464.
    2. Laura Lübke & Martin Pinquart & Malte Schwinger, 2021. "The Role of Flexibility in the Realization of Inclusive Education," Sustainability, MDPI, vol. 13(8), pages 1-18, April.
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    1. Jesús Fernández-Gavira & Santiago Castro-Donado & Daniel Medina-Rebollo & M. Rocío Bohórquez, 2021. "Development of Emotional Competencies as a Teaching Innovation for Higher Education Students of Physical Education," Sustainability, MDPI, vol. 14(1), pages 1-20, December.

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