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Fecha
2023-03-06
Derechos de acceso
info:eu-repo/semantics/openAccess
Título de la revista
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Título del volumen
Editorial
Universidad de Almería
Citas
Resumen
El desarrollo de programas de educación emocional (EE) permite reducir la conflictividad y la violencia entre los adolescentes, mejorando su motivación, competencias sociales y emocionales, el clima escolar y la convivencia (Bisquerra & López-Cassà, 2021; Garaigordobil-Landazabal, 2018). Objetivo: implementar un programa basado en una metodología híbrida entre el modelo pentagonal de competencias emocionales del Grupo de Investigación en Orientación Psicopedagógica (GROP) y la metodología del aprendizaje servicio (ApS), que permita la mejora de las competencias emocionales en Educación Secundaria Obligatoria (ESO). Método: se utilizó un diseño cuasiexperimental pretest/postest de dos grupos que conformaron una muestra total de 30 estudiantes de 2º de la ESO (15 alumnos como grupo experimental y 15 como grupo control) (Medad = 13.74; DT = .54). Se empleó el Cuestionario de Desarrollo Emocional para Adolescentes (CDE-SEC) (Bisquerra & Pérez, 2007). Resultados: el grupo experimental mejoró significativamente en cuatro de las seis competencias emocionales estudiadas: conciencia emocional, regulación emocional, competencia social, y competencia emocional total, excepto la autonomía emocional sin diferencias entre los grupos. Respecto al grupo control se
encontraron resultados significativos en competencia para la vida y el bienestar. Conclusiones: el Programa es efectivo para mejorar el nivel de competencia emocional del alumnado de ESO.
The development of emotional education programs reduces conflict and violence among teenagers, improving their motivation, social and emotional competencies, school climate and coexistence. A low level of emotional competencies can generate disruptive behaviors that aggravate the development of teenagers, as well as their personal, familiar, academic and social relationships. Objective: to offer the educational community an innovative and practical Program, based on a mixed methodology between the pentagonal model of emotional competencies of the Research Group on Psych-pedagogical Orientation (GROP) and the Service-Learning methodology (ApS). This will allow the development of emotional competencies in Secondary Education. Method: a pretest/postest quasi-experimental design of two groups that made up a total sample of 30 students in the 2nd year of secondary school (15 students in the experimental group and 15 students in the control). Results: the experimental group, which received the implementation of the Program, improved significantly in four of the six emotional competencies analysed: emotional awareness, emotional regulation, social competence and total emotional competence, except emotional autonomy. Conclusions: the Program is valid to improve the level of emotional competencies in students.
The development of emotional education programs reduces conflict and violence among teenagers, improving their motivation, social and emotional competencies, school climate and coexistence. A low level of emotional competencies can generate disruptive behaviors that aggravate the development of teenagers, as well as their personal, familiar, academic and social relationships. Objective: to offer the educational community an innovative and practical Program, based on a mixed methodology between the pentagonal model of emotional competencies of the Research Group on Psych-pedagogical Orientation (GROP) and the Service-Learning methodology (ApS). This will allow the development of emotional competencies in Secondary Education. Method: a pretest/postest quasi-experimental design of two groups that made up a total sample of 30 students in the 2nd year of secondary school (15 students in the experimental group and 15 students in the control). Results: the experimental group, which received the implementation of the Program, improved significantly in four of the six emotional competencies analysed: emotional awareness, emotional regulation, social competence and total emotional competence, except emotional autonomy. Conclusions: the Program is valid to improve the level of emotional competencies in students.
Descripción
La versión registrada de este artículo, publicado por primera vez en “Espiral. Cuadernos del Profesorado, 16(32) (2023), 95-105", está disponible en línea en el sitio web del editor: Universidad de Almería, https://doi.org/10.25115/ecp.v16i32.8754
The registered version of this article, first published in “Espiral. Cuadernos del Profesorado, 16(32) (2023), 95-105", is available online at the publisher's website: Universidad de Almería, https://doi.org/10.25115/ecp.v16i32.8754
The registered version of this article, first published in “Espiral. Cuadernos del Profesorado, 16(32) (2023), 95-105", is available online at the publisher's website: Universidad de Almería, https://doi.org/10.25115/ecp.v16i32.8754
Categorías UNESCO
Palabras clave
Competencias sociales y emocionales, Comportamientos desadaptativos, Adolescentes, Metodología mixta, Social and emotional competencies, Disruptive behaviors, Teenagers, Mixed methodology
Citación
Cabello Sanz, S., & Muñoz Parreño, J. A. (2023). Design, implementation, and evaluation of the “Universo Emocionante” emotional educational Program through the Service-Learning methodology. Espiral. Cuadernos del Profesorado, 16(32), 95-105. https://doi.org/10.25115/ecp.v16i32.8754
Centro
Facultad de Educación
Departamento
Métodos de Investigación y Diagnóstico en Educación II (Orientación Educativa, Diagnóstico e Intervención Psicopedagógica)