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Fecha
2025-02-13
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info:eu-repo/semantics/openAccess
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Editorial
Universidad de Almería
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Resumen
Los sujetos con Trastorno por Déficit de Atención e Hiperactividad (TDAH) suelen presentar un rendimiento académico inferior en comparación con sus compañeros, debido a un déficit en sus funciones ejecutivas. Objetivo: evaluar el rendimiento académico (RA) tras la aplicación de un Programa de educación emocional en alumnado de Educación Primaria con diagnóstico de Trastorno por Déficit de Atención e Hiperactividad (TDAH). Método: se utilizó un diseño cuasiexperimental pretest/postest de dos grupos en una muestra de 54 sujetos pertenecientes a dos asociaciones de TDAH (21 del grupo control y 33 del experimental). Las competencias emocionales (conciencia emocional, regulación emocional, autonomía emocional, competencia social, competencias para la vida y el bienestar y competencia emocional total) se evaluaron con el Cuestionario de Desarrollo Emocional, CDE (9-13) (López-Cassà y Pérez-Escoda, 2009) y el RA mediante la media del sumatorio de las calificaciones de siete áreas (Lengua Castellana y Literatura, Matemáticas, Ciencias Naturales, Ciencias Sociales, Educación Artística, Educación Física e Inglés). Resultados: se obtuvieron resultados positivos estadísticamente significativos para el grupo experimental en Educación Artística, aunque se observó una disminución en el área de matemáticas El análisis de conglomerados indicó la presencia de dos grupos distintos respecto al RA en función de las competencias emocionales estudiadas, tanto en el pretest como en el postest, indicando que en el grupo con mayor RA en el postest había un número superior de sujetos del grupo experimental, situación que no se presentaba en el pretest, subrayando, de este modo, la importancia de la vertiente emocional en el proceso de enseñanza-aprendizaje. Conclusiones: el Programa tiene un impacto positivo en el rendimiento académico del alumnado con TDAH, con especial relevancia en el área de Educación Artística.
Children with attention-deficit hyperactivity disorder (ADHD) usually show lower academic performance compared to their peers due to a deficit in their executive functions. Objective: We evaluated academic performance (AP) after the application of the Cooking Emotions Emotional Education Programme (PEECE) in primary school students diagnosed with ADHD. Method: A two-group pre-test/post-test quasi-experimental design was used with a sample of 54 subjects belonging to two ADHD associations (21 in the control group and 33 in the experimental group). Emotional competences (emotional awareness, emotion regulation, emotional autonomy, social competence, competences for life and wellbeing, and total emotional competence) were assessed with the Emotional Development Questionnaire (CDE [9-13]) (López-Cassà & Pérez-Escoda, 2009) and the AP by the mean of the sum of the scores in seven areas (Spanish Language and Literature, Mathematics, Natural Sciences, Social Sciences, Art Education, Physical Education, and English). Results: Statistically significant positive results were obtained for the experimental group in Art Education, although a decrease was observed in the area of Mathematics. The cluster analysis indicated the presence of two different groups with respect to AP in terms of the emotional competences studied, both in the pre-test and post-test, indicating that in the group with higher AP in the post-test there was a higher number of subjects in the experimental group, a situation that was not present in the pre-test, thus underlining the importance of the emotional aspect in the teaching-learning process. Conclusions: The PEECE (programme) had a positive impact on the AP of students with ADHD, with special relevance in the area of Art Education.
Children with attention-deficit hyperactivity disorder (ADHD) usually show lower academic performance compared to their peers due to a deficit in their executive functions. Objective: We evaluated academic performance (AP) after the application of the Cooking Emotions Emotional Education Programme (PEECE) in primary school students diagnosed with ADHD. Method: A two-group pre-test/post-test quasi-experimental design was used with a sample of 54 subjects belonging to two ADHD associations (21 in the control group and 33 in the experimental group). Emotional competences (emotional awareness, emotion regulation, emotional autonomy, social competence, competences for life and wellbeing, and total emotional competence) were assessed with the Emotional Development Questionnaire (CDE [9-13]) (López-Cassà & Pérez-Escoda, 2009) and the AP by the mean of the sum of the scores in seven areas (Spanish Language and Literature, Mathematics, Natural Sciences, Social Sciences, Art Education, Physical Education, and English). Results: Statistically significant positive results were obtained for the experimental group in Art Education, although a decrease was observed in the area of Mathematics. The cluster analysis indicated the presence of two different groups with respect to AP in terms of the emotional competences studied, both in the pre-test and post-test, indicating that in the group with higher AP in the post-test there was a higher number of subjects in the experimental group, a situation that was not present in the pre-test, thus underlining the importance of the emotional aspect in the teaching-learning process. Conclusions: The PEECE (programme) had a positive impact on the AP of students with ADHD, with special relevance in the area of Art Education.
Descripción
La versión registrada de este artículo, publicado por primera vez en “Espiral. Cuadernos del profesorado, 18(37) (2025), 75-88", está disponible en línea en el sitio web del editor: Universidad de Almería, https://doi.org/10.25115/ecp.v18i37.10121
The registered version of this article, first published in “Espiral. Cuadernos del profesorado, 18(37) (2025), 75-88", is available online at the publisher's website: Universidad nacional de Universidad de Almería, https://doi.org/10.25115/ecp.v18i37.10121
The registered version of this article, first published in “Espiral. Cuadernos del profesorado, 18(37) (2025), 75-88", is available online at the publisher's website: Universidad nacional de Universidad de Almería, https://doi.org/10.25115/ecp.v18i37.10121
Categorías UNESCO
Palabras clave
Trastorno por Déficit de Atención e Hiperactividad, Rendimiento Académico, Programa, Educación Emocional, Educación Primaria, Attention Deficit Hyperactivity Disorder, Academic Performance, Programme, Emotional Education, Primary Education
Citación
Cabello Sanz, S. Muñoz Parreño, J. A. y González Benito, A. (2025). Impact of an emotional education program on children with attention deficit and hyperactivity disorder in primary education: improvements in academic performance: Impacto de un programa de educación emocional en niños con trastorno por déficit de atención e hiperactividad de educación primaria: mejoras en el rendimiento académico. Espiral. Cuadernos del profesorado, 18(37), 75-88. https://doi.org/10.25115/ecp.v18i37.10121
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)