Análisis de la relación entre competencias emocionales, autoestima, clima de aula, rendimiento académico y nivel de bienestar en una muestra de escolares de educación primaria

AbstractSeveral 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.Resumen Son varios los autores que han señalado la importancia de variables relacionadas con la inteligencia emocional, el ambiente escolar y la autoestima del individuo. En este sentido, el presente estudio busca examinar la relación entre las variables de autoestima, clima de aula, nivel de bienestar (evaluado con la escala de ansiedad-estado), el rendimiento académico y las competencias emocionales (conciencia emocional, regulación emocional, autonomía emocional, competencia social y competencias para la vida y el bienestar) en una muestra de escolares de educación primaria. Para este fin, se evalúa a los alumnos mediante un protocolo de cuatro instrumentos autoinformados (QDE, STAIC, A-EP y CES), además de recoger las notas de las materias instrumentales. El análisis de resultados facilita la exploración de la relación entre las distintas variables y la relación que existe entre ellas para intentar dilucidar los mecanismos que intervienen en dichos procesos. A modo de conclusión, nuestros resultados muestran que, tal como se hipotetizó y como apunta la literatura previa, un mejor manejo de las emociones, así como una autoestima más sana predice claramente un mejor estado emocional de los niños, lo cual se ve reflejado en el clima social de aula y en el rendimiento. A su vez, cabe señalar que las competencias emocionales son la variable con más valor predictivo en cuanto al nivel de bienestar de los alumnos.AbstractSeveral 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