Relationship between emotional regulation and school coexistence among students in middle level Basic General Education
DOI:
https://doi.org/10.63688/zmqa9n74Keywords:
Emotional regulation, school coexistence, social and emotional learning, school climate, basic educationAbstract
Emotional regulation and school coexistence are fundamental aspects of socioemotional development and the strengthening of interpersonal relationships in educational settings. The objective of this study was to analyze the relationship between emotional regulation and school coexistence among students in the middle sublevel of Basic General Education. A quantitative study with a non-experimental, cross-sectional, correlational design was conducted with a sample of 120 fifth-, sixth-, and seventh-grade students from an educational institution in Quevedo, Ecuador, selected through non-probability convenience sampling. Two structured questionnaires were administered to assess emotional regulation and school coexistence. Data were processed using descriptive statistics and Pearson's correlation coefficient. The results revealed a predominance of moderate emotional regulation (77.5%) and fair school coexistence (60.0%). Difficulties were also identified in emotional management and control, emotional awareness, respect, and student participation. Correlation analysis showed a very weak negative relationship that was not statistically significant (r = −0.120; p = 0.190). It was concluded that there was insufficient evidence to establish a significant linear relationship between both variables among the students studied. These findings suggest the importance of considering other personal, family, and institutional factors that may be associated with school coexistence and guiding future research toward a more comprehensive understanding of this educational phenomenon.
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