La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria

Luis López-González, Xavier Oriol

Resultado de la investigación: Article

7 Citas (Scopus)

Resumen

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.

Idioma originalSpanish
Páginas (desde-hasta)130-156
Número de páginas27
PublicaciónCultura y Educacion
Volumen28
N.º1
DOI
EstadoPublished - 1 ene 2016

Huella dactilar

climate in the classroom
school
student
secondary school
further education
gender
secondary education

ASJC Scopus subject areas

  • Cultural Studies
  • Education

Citar esto

@article{ab97c08e9bfd44cfad39d698d88bdccc,
title = "La relaci{\'o}n entre competencia emocional, clima de aula y rendimiento acad{\'e}mico 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.",
keywords = "Classroom climate, Emotional competence, School achievement, Secondary and further education students",
author = "Luis L{\'o}pez-Gonz{\'a}lez and Xavier Oriol",
year = "2016",
month = "1",
day = "1",
doi = "10.1080/11356405.2015.1120448",
language = "Spanish",
volume = "28",
pages = "130--156",
journal = "Cultura y Educacion",
issn = "1135-6405",
publisher = "Taylor and Francis Ltd.",
number = "1",

}

La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria. / López-González, Luis; Oriol, Xavier.

En: Cultura y Educacion, Vol. 28, N.º 1, 01.01.2016, p. 130-156.

Resultado de la investigación: Article

TY - JOUR

T1 - La relación entre competencia emocional, clima de aula y rendimiento académico en estudiantes de secundaria

AU - López-González, Luis

AU - Oriol, Xavier

PY - 2016/1/1

Y1 - 2016/1/1

N2 - 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.

AB - 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.

KW - Classroom climate

KW - Emotional competence

KW - School achievement

KW - Secondary and further education students

UR - http://www.scopus.com/inward/record.url?scp=84960874446&partnerID=8YFLogxK

U2 - 10.1080/11356405.2015.1120448

DO - 10.1080/11356405.2015.1120448

M3 - Article

VL - 28

SP - 130

EP - 156

JO - Cultura y Educacion

JF - Cultura y Educacion

SN - 1135-6405

IS - 1

ER -