SOCIAL-EMOTIONAL COMPETENCIES, POSITIVE EXPERIENCE AT SCHOOL AND FUTURE ORIENTATION: DEVELOPMENT AND RELATIONSHIPS IN PRIMARY SCHOOL CHILDREN

Studies on Social-Emotional Learning (SEL) have shown the benefits of acquiring these competencies.s on academic performance and current well-being and life success. The chapter aims to deepen the understanding o:n how these developmental assets may vary in primary school children together with the relationship of these patterns with a positive experience at school. Additionally, studies on future time perspective show the relevance and impact of a positive orientation towards the future throughout adolescence. A second study question will investigate what the possible role of Social-Emotional competencies (SECs) on attitudes and expectations toward the future of primary school children. One hundred and fifty-four, 8 to 11 years old, primary school students participated in the study. Specific patterns seem to characterize younger and older primary school students. Specific relationships and patterns of association emerge between the main dimensions of Social-Emotional competencies, Positive Experiences and belonging at school, and Future Orientation. The need to address these issues and dimensions early in primary school emerge, to identify vulnerable patterns and promote educational and prevention actions.