Evaluación de la educación emocional en el ciclo medio de Educación Primaria

Authors

Mª Jesús Agulló MoreraSalto de línea Gemma Filella GuiuSalto de línea Anna Soldevila BenetSalto de línea Ramona Ribes CastellsSalto de línea Universidad de Lleida. Facultad de Ciencias de la Educación. Departamento de Pedagogía y Psicología. Lleida, España

DOI

10.4438/1988-592X-RE-2011-354-020

Abstract

Evaluation of emotional education in the middle cycle of Primary School

The main purpose of education is to favour overall personal development, which involves taking care of the cognitive aspect and the affective aspect of the self. Traditionally, the cognitive contents alone have taken priority, and it is for this reason that the authors have decided to underscore the affective facet. The main objective of the research project presented in this paper was to apply and evaluate an emotional education programme set up as an integrated part of the middle cycle (age 8 to 10) primary school curriculum to help prevent the injurious effects of negative emotions and facilitate students’ relationship with themselves and with others. Four criteria were established for finding this general objective: to obtain a better knowledge of one’s own emotions and others’ emotions, to develop emotional regulation strategies, to improve self-esteem and to learn life skills and socioemotional skills. The purpose was to take part in the improvement of the emotional education of students between 8 and 10 years of age. Out of a total of 510 students, 104 formed the sample. They were divided into two groups, the experimental group and the control group. Each constituted a homogenous, statistically comparable sample, thus enabling researchers to plan an intervention and weigh its effect. The results showed that the students’ emotional education level improved, with a significance level of p=0.001. The results obtained by the students who followed the programme improved significantly. This finding enables the authors to affirm that the intentional use of the emotional education programme to improve affective scope had a positive effect on the students’ learning process. However, the authors consider it essential to provide teachers with training in emotional education, followed by evaluation, as a prerequisite to optimal application of the programme.

Keywords

Emotional education, emotional intelligence, middle cycle of Primary School, emotional awareness, emotional regulation, self-esteem, socioemotional skills, life skills.