Emotional Stability and Self-Perception of Communicative Competence in High School Students from a Private Educational Institution, Nuevo Chimbote - 2025 (#1005)

Authors

Estrada Espinoza, Johan Alexander

Marquina Uriol, Segundo

Alba Callacná, Rafael Arturo

García Salirrosas, Liz Maribel

Gutiérrez Ulloa, Cristian Raymound

Alfaro Zavaleta, Yudy Lisbeht

Gameros Álvarez, Thila Valeria

Abstract

This study examines the relationship between emotional stability and the self-perception of communicative competence in high school students from a private educational institution in Nuevo Chimbote (2025), considering its relevance for academic and social development in demanding environments. The research followed a quantitative approach with a non-experimental, cross-sectional, and descriptive-correlational design, using validated questionnaires administered to a sample of 140 third- and fourth-grade high school students selected through non-probabilistic convenience sampling. The instruments assessed emotional stability (emotional control, stress management, and adaptability) and self-perceived communicative competence (oral expression, reading comprehension, and text composition), with data analyzed using SPSS v25 and Spearman's Rho test. Results revealed that 73.6% of students exhibited a moderate level of emotional stability, while a positive moderate correlation was identified between the two variables (Rho = 0.481, p = 0.000). Furthermore, the dimensions of communicative competence showed significant associations: oral expression (Rho = 0.466), reading comprehension (Rho = 0.300), and text composition (Rho = 0.308). These findings confirm that higher emotional stability is linked to a more favorable self-perception of communicative skills, underscoring the need to implement strategies that strengthen emotional management to optimize academic performance and social interaction in educational settings.