The emotional literacy and academic stress levels of elementary and middle school students

This study aims to determine the academic stress and emotional literacy levels of 4th, 5th, 6th, 7th and 8th grade students. The study was carried out as a mixed methods research in survey methodology using the special case method. The study group consists of 962 students receiving education in 4th, 5th, 6th, 7th, and 8th grades of elementary and middle schools in Bitlis province. Interviews were also conducted for gathering qualitative data. For this purpose, 15 students were selected among 962 students for interviews. As a result, the emotional literacy level of elementary and middle school students were found to vary on the basis of their gender, grade levels, educational and employment status of their parents, their place of residence, the number of children in their families, their birth order and monthly income of their family. On the other hand, the number of students within the same classroom was found to have no significant effect on their emotional literacy level. Academic stress levels of elementary and middle school students were found to significantly vary with the gender, grade level, parents' educational status, employment status of father, the number of students within the same classroom, place of residence and birth order. Mother's employment status, the number of children in the family and montly income level were found to have no significant effect on the academic stress level of students. Negative significant correlations were detected between the emotional literacy and academic stress levels of students. Accordingly, suggestions were provided regarding the establishment of emotional classes in learning environments. Keywords: Academic Stress, Emotional Literacy, Middle School, Primary School, Students