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

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.