The Impact of Social and Emotional Learning Programs on the Emotional Competence and Academic Achievement of Children in Greek Primary School

Thomas Babalis, Konstantina Tsoli, Constantinos T. Artikis, Iro Mylonakou-Keke, Yota Xanthakou


The present study examined the relationship between emotional intelligence, academic achievement and schoolclimate among primary school students. The purpose of the study was to investigate the impact of social andemotional learning programs on the emotional intelligence and the academic achievement of 143 students in the 5thand 6th grade of primary school, who attended relevant programs compared with the corresponding number ofstudents (163) in the same grades, who did not attend such educational programs. Students completed theTEIQue-CSF and a questionnaire with demographic data; in addition, the scores they received in the last quarter(April-June) of the academic year 2011-2012 were taken into account. Combined with the above, a questionnaire wasconstructed based on the "Checklist for the assessment of the quality of classroom and school climate", in order toinvestigate the views of the respective teachers on the impact of school climate on the emotional competence ofstudents. The comparative results of the present study showed that there is a positive relationship among thevariances. The findings must be taken into account from the Ministry of Education in Greece when designing thecurricula in order to create caring, responsible, emotionally and psychosocially balanced students.

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World Journal of Education
ISSN 1925-0746(Print)  ISSN 1925-0754(Online)

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