Analysis of Social and Emotional Competencies in Primary School

Abstract

The purpose of this educational research was to determine the level of development of Social and Emotional Learning in a sample of Primary School students, identifying whether there are differences depending on a sociodemographic variable such as the geographical location of the school. For this purpose, the Social and Emotional Learning Scale (Fernández-Martín et al., 2022) was administered to a total of 105 students in the sixth year of Primary Education, belonging to 4 schools located in different areas of Granada. The results according to geographic location reveal that students from schools located in the metropolitan area have the highest level of socioemotional competencies, while students from rural schools have the lowest development of these competencies. In short, the initial hypothesis is partially accepted because, although the students of the school in the rural area did not show high levels, the students of the school in the metropolitan area obtained the best score. In general, the degree of development of the socioemotional competence of the participants is medium-low with respect to the scores obtained in previous studies, which demonstrates the need for educational centers to promote the learning and development of these competencies in their students.