Emotional Communication, associated with academic performance in the Amazonas School of Basic Education

La Comunicación Emocional, asociada al rendimiento escolar en la Escuela de Educación Básica Amazonas

Abstract

This research explored the relationship between emotional communication and academic performance at Amazonas Basic Education School, using a mixed-methods approach that combined qualitative and quantitative elements. Semi-structured interviews were conducted with teachers, and a Likert scale questionnaire was administered to 96 students. Results revealed that most students positively perceive emotional communication in the classroom and its impact on learning motivation. Teachers recognized the importance of an emotionally safe environment for learning, although they identified challenges in its implementation. A significant correlation was found between effective emotional communication and increased engagement in learning, as well as improvements in interpersonal relationships. However, variations in individual perceptions were observed, highlighting the need to address differences in emotional competencies. The research concludes that promoting educational practices that foster positive emotional communication is fundamental to improving students' academic performance and emotional well-being, suggesting the implementation of professional development programs in emotional communication skills for teachers.