Emotional intelligence and school climate in primary school children in Spain, Norway, and Poland

Abstract

Introduction: Emotional intelligence is defined as the ability to manage emotions effectively. It has a clear impact on the well-being of schoolchildren. A large body of studies has shown how emotional intelligence impacts on psychological and contextual variables, but less is known about how school context may influence in emotional development during childhood. The objectives of this research were to describe the level of emotional intelligence and school climate for schoolchildren in Primary Education in three European countries, to explore the association between school climate and emotional intelligence, and analyzing the moderating role of gender and country. Method: 1,104 schoolchildren participated (528 from Spain, 252 from Poland and 324 from Norway) (50.6% girls; MAge = 10.49 years; SD = 1.3). Validated self-report in the three languages were used, Trait Meta-Mood Scale-24 and Modified-Delaware School Climate Survey-Student. Results: Descriptive analysis showed higher levels of emotional intelligence in Spanish schoolchildren and higher level of school climate. Girls showed higher levels of emotional repair compared to boys. Multiple multivariate regression models indicated the association between school climate and emotional intelligence. Gender and country did not moderate the relationship between school climate and emotional intelligence dimensions. Conclusions: This study highlights the importance of the quality of the climate in schools in different European regions to promote the level of emotional intelligence of boys and girls in Primary Education.