Incidencia de los espacios escolares sobre la regulación emocional y el aprendizaje en contextos de diversidad social y cultural

Abstract

Interaction spaces influence emotional regulation due to the link between bodies, emotions, and places. On the one hand, a series of emotions are projected onto a given space; on the other hand, spaces have the capacity to generate various emotional responses in people. The objective of this research is to identify the direct and indirect effects of the organization of school spaces on emotional regulation and learning. The quantitative method of forgotten effects was used by doing a first and second-order incidence analysis; the design is non-probabilistic. Eleven key informants participated, divided into professionals who work or have experience in the educational context. The results show that the main indirect effects are those of school infrastructure on the development of respect for others and on the ability to control negative emotions, both mediated by the learning environment. Additionally, the use of the Mapuzungun language in the school context has indirect effects on the behavior and regulation of students' emotions, having as the main mediator the interpersonal relationships that occur in the educational context.