Interpersonal communication and emotional growth in schools: an interpretative model

Izquierdo, Conrad

doi:10.5565/rev/educar.277

Cited by 3 publications

(3 citation statements)

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“…Lo anterior implica para los profesores el desafío de favorecer el desarrollo de la función ejecutiva y las habilidades metacognitivas de los estudiantes en todo el proceso de enseñanza y aprendizaje, lo que exige diseñar experiencias y situaciones que puedan ayudarlos a progresar en sus procesos afectivos y cognitivos. Además, permite conocer como las expectativas del profesor (en los estudiantes y en sí mismo) influyen en sus actitudes y en su forma de orientar la enseñanza (Marchesi, 2017b), resaltando la importancia de formar al profesorado en la observación y comprensión de su propio mundo afectivo, ya que este aprendizaje sería transferible a las interacciones cotidianas del centro educativo (Izquierdo, 2000).…”

Section: La Focalización En El Tema Y Autorregulación Emocional: Desa...unclassified

“…This implies for the teachers the challenge of promoting the development of executive function and metacognitive skills in students in every teaching and learning process, which demands that experiences and situations be designed that can help them progress in their affective and cognitive processes. In addition, this makes it possible to know how the teachers’ expectations (of the students and themselves) influence their attitudes and their way of orienting their teaching (Marchesi, 2017b), highlighting the importance of training teachers in the observation and understanding of their own affective world, since this learning would be transferable to daily interactions at school (Izquierdo, 2000).…”

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Focusing on the task and emotional self-regulation: daily challenges in the classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)

Alarcón-Espinoza

García

Anguera

2023

Journal for the Study of Education and Development: Infancia y

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Focusing on school tasks and regulating emotions are often challenges for students to achieve. The objective of this research is to describe and analyse the behaviours associated with emotional regulation that affect the way students participate in the classroom and contribute to the subject matter. From the mixed methods perspective, an observational study was carried out based on an N/F/M (Nomothetic/Follow-up/Multidimensional) design. The members of nine primary education classes were systematically observed. The data record, obtained from an instrument designed ad hoc, is qualitative, and is organized to be coded and analysed quantitatively. Once the classes were analysed, the presence of multiple cases was detected. The results show how the associated behaviours contribute, change, insist on and distract from the topic of conversation, influencing the way in which focused attention is maintained. The discussion highlights the existence of a 'virtuous circle' that favours focusing on the topic through the coexistence of the behaviours of contributing to the topic with an informative language and encouraging the participation of others. RESUMENFocalizarse en las tareas escolares y regular las emociones suelen ser desafíos a lograr para el alumnado. El objetivo de esta investigación es describir y analizar las conductas asociadas a la regulación emocional que inciden en la forma como estudiantes participan en el aula y contribuyen al tema tratado. Desde la perspectiva mixed methods se lleva a cabo un estudio observacional a partir de un diseño N/S/M (Nomotético/Seguimiento/ Multidimensional). Se observa sistemáticamente a los integrantes de 9 cursos de educación primaria. El registro de datos, obtenido a partir de un instrumento diseñado ad hoc, es cualitativo, y se organiza para ser codificado y analizado cuantitativamente. Una vez analizado los cursos, se detecta la presencia de casos múltiples. Los resultados muestran como las conductas asociadas aportan, cambian, redundan y distraen, del tema de conversación, incidiendo en la forma como se mantiene la ARTICLE HISTORY

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Section: La Focalización En El Tema Y Autorregulación Emocional: Desa...unclassified

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Focusing on the task and emotional self-regulation: daily challenges in the classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)

Alarcón-Espinoza

García

Anguera

2023

Journal for the Study of Education and Development: Infancia y

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“…In this regard, it is necessary to mention that, according to García-Lázaro et al [ 25 ], schools have not considered emotional education, focusing on conveying theoretical knowledge and attending to emotional issues basically when dealing with affective and/or behavioral problems in the diversity of the school classroom. Therefore, the importance of training all teachers in the observation and understanding of their affective world in their role as educators should be emphasized since this learning would be transferable to the daily interactions of the educational center, stressing that emotional education cannot be a matter of some specialized personnel, and, hence, must be present in all educational relationships that are established [ 26 ].…”

Section: Introductionmentioning

confidence: 99%

Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations

Alarcón-Espinoza

García

Anguera

2023

IJERPH

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Emotional regulation is a developmental milestone, as it promotes well-being throughout life. Children between 10 and 12 years old are expected to reach capacities that allow them to regulate themselves emotionally, the school context being a natural setting for this challenge. With the objective of analyzing the forms of expression and regulation of emotions that are observed in the school classroom, this research was conducted through a mixed methods study that systematically observed nine classes during five sessions each. The design was Nomothetic, Follow-up and Multidimensional; the observations were recorded on audio and in person and were later transformed into data by coding them according to an ad hoc designed instrument. The concordance of the records was evaluated, a sequential analysis of delays (GSEQ5) was performed to detect regularities and existing sequences, and a polar coordinate analysis (HOISAN) observed the relationships between the categories. Finally, the presence of multiple cases was detected. The results detail the ways in which different actors express emotions and interact, regulating the emotions of other people. The results are discussed based on the need to foster educational intentionality and allow students’ emotional self-regulation.

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Gestural Representation of Emotions: A Comparative Study on Chilean and American Women

Muñoz

Farkas

2017

J Child Fam Stud

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Interpersonal communication and emotional growth in schools: an interpretative model

Cited by 3 publications

References 12 publications

Focusing on the task and emotional self-regulation: daily challenges in the classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)

Focusing on the task and emotional self-regulation: daily challenges in the classroom (Lafocalización en el tema yautorregulación emocional: desafíos cotidianos en el aula escolar)

Systematic Observation of Emotional Regulation in the School Classroom: A Contribution to the Mental Health of New Generations

Gestural Representation of Emotions: A Comparative Study on Chilean and American Women

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