Programa de educación emocional para adolescentes (PREDEMA)valoración desde la perspectiva de los participantes y sus efectos en las competencias socio-afectivas

  1. Silvia Postigo-Zegarra 1
  2. Konstanze Schoeps 2
  3. Inmaculada Montoya-Castilla 2
  4. Amparo Escartí 2
  1. 1 Universidad Europea de Valencia
    info

    Universidad Europea de Valencia

    Valencia, España

  2. 2 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Journal:
Journal for the Study of Education and Development, Infancia y Aprendizaje

ISSN: 0210-3702,  1578-4126

Year of publication: 2019

Volume: 42

Issue: 2

Pages: 319-334

Type: Article

DOI: 10.1080/02103702.2019.1578925 DIALNET GOOGLE SCHOLAR

More publications in: Journal for the Study of Education and Development, Infancia y Aprendizaje

Abstract

The literature reveals multiple benefits of emotional education in adolescents’ development. This study examines the effects perceived by participants in the Emotional Education Programme for Adolescents (PREDEMA), which is based on the ability model of emotional intelligence and assumes a dialogical paradigm geared at meaningful learning. A total of 293 students aged 11 to 15 participated in the programme. A mixed methodology was used to evaluate the intervention, analysing participants’ perceived learning and exploring their subjective experience in depth. The results indicate significant learning in all four emotional competences described by the emotional intelligence model, as well as in related areas. The contribution of the qualitative methodology in combination with quantitative analysis is discussed to explore the effects of emotional education programmes that promote adolescents’ emotional awareness.

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