Evaluación experimental de programas para el desarrollo emocional en docentes de Educación Secundaria

Fincias, Patricia Torrijos; Sánchez, Eva María Torrecilla; Conde, María José Rodríguez

doi:10.6018/analesps.34.1.273451

Cited by 5 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Consequently, the present study has implied the promotion of future research to demonstrate the impact of EI on well-being, the improvement of academic performance and the development of the ability to coexist (Fincias et al, 2018;Fundaci and Clouder, 2008).…”

Section: Discussionmentioning

confidence: 84%

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

Diego

Fincias

Rodríguez-Conde

2020

Psicol. Refl. Crít.

View full text Add to dashboard Cite

Background: The study of emotional intelligence (EI), demographics, and family factors of adolescent high school students allows us to appraise adolescents' skills for their academic and vocational training. The objectives of the study focus on whether there is any relationship between context variables such as gender, age of parents, or work activity, and self-perception of emotional intelligence. Methodology: This study sampled 11.370 participants, aged between 12 and 17 years, in the 7th and 9th years of fundamental education, and the 3rd year of upper secondary education. Data from this study comes from students enrolled in the SESI schools of the City of Sao Paulo. To examine the data, we applied the TMMS-24 test to statistical analysis where gender relates to the three dimensions of perceived emotional intelligence (PEI): attention, clarity, and emotional repair. Results: The results obtained allow us to show how teenagers are perceived with respect to three dimensions: attention, clarity and emotional repair, and thereby extrapolating the need to continue the promotion of emotional education in schools. Conclusions: Our findings suggest that the application of the Brazilian version of the TMMS-24 in training programs in PEI must consider a whole series of sociocultural aspects. These aspects should start with a series of initial measures that allow for the perceptions of participants to be observed, and to extend onward to influence the willingness of the beneficiaries to participate in this type of intervention. Provided the intervention is anchored in a solid theoretical base, and executed under a rigorous study, its efficacy can be verified.

show abstract

Section: Discussionmentioning

confidence: 84%

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

Diego

Fincias

Rodríguez-Conde

2020

Psicol. Refl. Crít.

View full text Add to dashboard Cite

show abstract

“…Sin embargo, a diferencia del presente estudio, se emplearon principalmente instrumentos no estandarizados. Otro de los elementos a considerar es la capacidad de generalización de los resultados de los programas, puesto que la aplicación a muestras reducidas o poco representativas no garantiza en absoluto su aplicabilidad; el tamaño reducido de las muestras y el uso generalizado de autoinformes puede no estar mostrando niveles reales de competencia (Torrijos et al, 2018), de modo que es preciso replicar los programas en otras poblaciones para poder asegurar sus resultados de evaluación. En este sentido, las evaluaciones identificadas presentan muestras de diversos tamaños que oscilan entre los 23 y los más de mil sujetos, teniendo estas últimas mayores garantías de calidad.…”

Section: Discusión Y Conclusionesunclassified

Análisis de la evaluación de programas de educación emocional y motivación en Educación Secundaria

Gutiérrez-de-Rozas

Molina

2021

Rev. invest. educ.

View full text Add to dashboard Cite

La motivación y las emociones son aspectos clave en el ámbito escolar debido a su clara relación con el rendimiento académico, y los programas de intervención se proponen como un recurso adecuado para contribuir a su mejora y ajuste. Sin embargo, seleccionar el programa adecuado y con garantías de calidad no siempre es una tarea sencilla. Una manera de obtener cierta garantía es partir de aquellos programas de intervención que no solo han sido evaluados, sino de los que además se dispone de evidencias de que dicha evaluación se ha realizado de forma correcta. El presente trabajo tiene como objetivo analizar los procesos y resultados de evaluación de diferentes programas de educación emocional y de motivación dirigidos a estudiantes de Secundaria y/o adolescentes a partir de los resultados de sus evaluaciones. Para ello, se realiza una aproximación teórica a la evaluación y metaevaluación de programas y se lleva a cabo una revisión de la literatura académica de la que se seleccionan y comparan evaluaciones de programas de educación emocional y motivación. Finalmente, se realiza una metaevaluación mediante la aplicación de estándares. Los resultados muestran que las evaluaciones se realizan, generalmente, de forma interna y sumativa, centrándose en los resultados de aplicación y no tanto en el proceso. Motivation is a key aspect in education due to its influence on academic performance, and intervention programs are a useful resource to contribute to its improvement. However, selecting the right programme with quality guarantees is not always a simple task. One way to have a certain guarantee is by choosing those programs that have not only been evaluated, but for which there is also evidence that the evaluation has been performed correctly The present work aims to analyse the evaluation processes and results of different motivational intervention programs addressed to Secondary students from the results of their evaluation results. In order to achieve this goal, a theoretical approach to program evaluation and meta-evaluation is made and a review of the academic literature from which evaluations of motivational intervention programs are selected and compared. Finally, a meta-evaluation is performed through the application of standards. The results show that evaluations are generally conducted internally and in a summative manner, focusing on the results of implementation rather than on the process.

show abstract

“…The improvement of students' learning is a global educational concern, and research conducted on this topic has shown that teaching quality plays a key role in improving learning outcomes (Wallace et al, 2016). In this regard, studies have confirmed (Maulana et al, 2015;Torrijos et al, 2018) that teachers significantly influence students' perception of the lesson content and that effective teachers make it easier for students to reach their full potential. A successful effort invested in school reform cannot ignore the fact that improving the quality of teaching is of the utmost importance for the emotional, physical and professional development of future generations.…”

Section: Quality Of Teachingmentioning

confidence: 99%

An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi

Jelovica,

Alajbeg

2023

Croatian Journal of Education

View full text Add to dashboard Cite

Education plays a key role in the development of human civilisation. Learning and teaching methods are still evolving and undergoing numerous changes as a result of scientific knowledge and revolutionary ideas of stakeholders in the education system, and the development of advanced technologies. We are all familiar with traditional ways of learning wherein educational process is conducted in such a way that the focus is primarily on content. Jan Amos Komensky, the alpha and omega of education science, laid out the class-subject-lesson traditional education system and designed, as early as the 17th century, the school as an institution capable of meeting the mass educational demands of the time. Because these traditional methods use repetition and memorisation of information as the principal means of acquiring knowledge, students are unable to develop their critical thinking, problem-solving and decision-making skills. In the 21st century, teaching should be focused on the effective cooperation between teachers and students who are actively participating in the teaching process, because such an approach ensures the training of innovative individuals who go on to become qualified professionals and responsible citizens, thus creating a more affluent and safer society in general. This paper provides an overview of the important characteristics of modern schools, as well as some modern teaching strategies. Keywords: modern teaching strategies, quality of teaching, teaching--- SažetakObrazovanje ima ključnu ulogu u razvoju ljudske civilizacije. Metode učenja i poučavanja još uvijek se neprestano razvijaju i prolaze kroz brojne promjene zahvaljujući znanstvenim spoznajama, revolucionarnim idejama osoba uključenih u obrazovni sustav kao i razvoju naprednih tehnologija. Svi smo dobro upoznati s tradicionalnim načinima učenja u kojima se obrazovanje provodi tako da je fokus usmjeren na sadržaj. Jan Amos Komensky, alfa i omega pedagoške znanosti, tvorac razredno-predmetno-satnoga tradicionalnog sustava obrazovanja, već je u 17. stoljeću osmislio školu kao instituciju primjerenu zahtjevima tadašnjega vremena za masovnim obrazovanjem. Budući da te tradicionalne metode koriste ponavljanje i pamćenje informacija kao temeljni način stjecanja znanja, učenici ne razvijaju svoje kritičko razmišljanje, vještine rješavanja problema i donošenja odluka. Nastava u 21. stoljeću treba biti usmjerena na učinkovitu suradnju nastavnika i učenika koji su aktivno uključeni u nastavni proces jer takav pristup osigurava osposobljavanje inovativnih pojedinaca koji postaju kvalitetni stručnjaci i odgovorni građani te na takav način stvaraju bogatije i sigurnije društvo u cjelini. U ovom radu dan je pregled bitnih obilježja suvremene škole, kao i nekih suvremenih nastavnih strategija.Ključne riječi: kvaliteta nastave, nastava, suvremene nastavne strategije

show abstract

Evaluación experimental de programas para el desarrollo emocional en docentes de Educación Secundaria

Cited by 5 publications

References 19 publications

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

Relation between perceived emotional intelligence and social factors in the educational context of Brazilian adolescents

Análisis de la evaluación de programas de educación emocional y motivación en Educación Secundaria

An Overview of the Characteristics of a Modern School/Nastava u suvremenoj školi

Contact Info

Product

Resources

About