Los programas de educación emocional happy 8-12 and happy 12-16. Evaluación de su impacto en las emociones y el bienestar//The emotional education programs happy 8-12 and happy 12-16. Evaluation of their impact in emotions and well-being

Abstract

RESUMENDurante los últimos años se ha visto confirmada la importancia de las variables emocionales y de bienestar para un correcto desarrollo académico y personal del alumnado. Por este motivo ha existido un auge en las intervenciones y programas que trabajan estas variables. El objetivo de la presente investigación es conocer la diferencia existente entre las variables emocionales y de bienestar en alumnado de primaria y de secundaria después de haber participado en los programas de Educación Emocional Happy 8-12 y Happy 12-16 durante un curso escolar. Para el desarrollo del estudio se contó con la participación de un total de 574 alumnos de educación primaria y otros 903 de educación secundaria. El diseño de la investigación fue cuasiexperimental, pretest, postest con grupo control. Los instrumentos utilizados fueron los siguientes: CDE, CDE-SEC, STAIC, STAI y la media de las notas académicas. En cuanto a los resultados, se realizó un análisis de la varianza (ANOVA) con un factor intersujetos y un factor intrasujetos para cada una de las muestras. Se detectó una mejora en las escalas de competencias emocionales y ansiedad en las dos muestras, especialmente en primaria. También existió una importante mejoría en el rendimiento académico. Así pues, los resultados del presente estudio demuestran que el entrenamiento de las competencias emocionales en educación primaria mejora las competencias emocionales, disminuye la ansiedad y potencia el rendimiento académico, resultados que no se manifiestan de manera tan significativa en educación secundaria, aunque sí que muestran una tendencia muy parecida.ABSTRACTDuring the last years it has been confirmed that emotional and well-being variables are of the uppermost importance for a proper academic and personal development of the students. Thus, there has been an important growth of interventions and programs that train this variables. The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the Happy 8-12 and the Happy 12-16 programs during an academic course. For the development of the study a total of 574 primary education students and 903 of secondary education participated in the study. The investigation followed a pre-post quasi-experimental design with a control group. The instruments that were used for the assessment included: CDE, CDE-SEC, STAIC, STAI and the average of the academic marks. Regarding the results, an analysis of covariance (ANOVA) with an intersubject factor and intrasubject factor was carried out for each one of the samples. An improvement in emotional scales and anxiety was found for the two samples, especially in the primary school sample. There was also an important improvement in the academic achievement. All in all results of the present study showed that the training of the emotional competences in primary education improves the emotional competences, reduces anxiety and enhances academic achievement. These results are not that prominent in secondary education, but they show a similar pattern.

Tutorial Action and Emotional Development of Students as Elements of Improved Development and Preventing Problems Related with Coexistence and Social Aspects

“…This finding is congruent with and corroborates outcomes reported by previous studies, such as those by Garrosa et al [32] and Andrés et al [31], which denoted the importance of working on emotional education in classrooms. This aspect had already been indicated by Pena et al [17] and has since been reiterated in numerous studies [33][34][35][36]. These cognitive re-evaluation processes do not only exert influence in the realm of emotions, they also facilitate the very regulation of cognitive processes and metacognition.…”

Happy Software: An interactive program based on an emotion management model for assertive conflict resolution

“…Different analyses were carried out, including correlations among variables, regression, and implementation of the General Linear Model (GLM) for repeated measures. The results obtained and published in different articles (Filella et al, 2016;Cabello, 2018;Cabello Cuenca et al, 2019;Ros-Morente et al, 2019;Filella Guiu, 2022, among others) after a pre-post design with a control group showed that training with the Happy 8-12 software for an academic year significantly improves emotional skills and reduces students' levels of anxiety (p < 0.001 in both cases), improving at the same time other variables. Although the effect of this learning was discreet, it should be recalled that these variables-emotional skills and the social climate of the classroom-require an extended time and training to change completely and will not show definitive progress until more training is implemented.…”

“…The first program tested on a population of students was the primary education program, i.e., Happy 8-12, which was used at several primary schools in the city of Lleida (Spain) with a total sample of 576 students (Cabello, 2018;Cabello Cuenca et al, 2019).…”

Las competencias en salud mental y emocional en libros de texto españoles de Educación Primaria

“…Se optó por textos editados bajo las directrices de la LOMCE, que fomenta el protagonismo de las competencias, aunque Montero-Pau et al (2018) indican que el tratamiento de la Educación para la Salud no ha mejorado con el cambio normativo. Esta circunstancia podría estar asociada a la carencia observada en este trabajo de contenidos relacionados con la salud mental y emocional, pese a su importancia en el bienestar y desarrollo del niño en esta etapa educativa (Cabello et al, 2019).…”