Programas de intervención docente en competencias socioemocionales: una revisión sistemática de la literatura

Contreras-Saavedra, Carolina; Lozano-Peña, Gissela; Sáez-Delgado, Fabiola; López- Angulo, Yaranay; Mella-Norambuena, Javier; Ramos-Huenteo, Valentina

doi:10.17561/ae.v25n2.7391

AdE

2023

DOI: 10.17561/ae.v25n2.7391

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Programas de intervención docente en competencias socioemocionales: una revisión sistemática de la literatura

Carolina Contreras-Saavedra,

Gissela Lozano-Peña,

Fabiola Sáez-Delgado

et al.

Abstract: En la literatura se promueven las intervenciones relacionadas con las competencias socioemocionales de los docentes, sin embargo, aún es incipiente la investigación respecto del efecto reportado en éstos. El presente estudio busca analizar la efectividad, aspectos de diseño y ejecución de los programas de intervención en competencias socioemocionales en docentes. El método utilizado fue una revisión sistemática de la literatura en las bases de datos Web of Science, Scopus y Eric de los últimos 10 años. La mues… Show more

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Cited by 3 publications

References 38 publications

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Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version

Sáez-Delgado,

Mella-Norambuena,

López-Angulo

2024

Front. Psychol.

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The importance of socioemotional teaching skills has been highlighted for its link with better academic, social, emotional, and behavioral results of students, as well as for its contribution to the work wellbeing, mental health, and prosperity of teachers. However, there are few instruments that measure these skills in teachers in the context of their professional practice. The purpose of this research was to analyze the psychometric properties of the socioemotional Skills Instrument for Teachers (SEMS-IT). An instrumental design and a sample of 853 Chilean secondary school teachers were used. To evaluate the dimensional structure of the instrument, a portion of the sample (n = 468) underwent a network estimation method with exploratory graph analysis (EGA) using a Gaussian GLASSO model. Then, in order to confirm the structural consistency and stability of the items, the analysis was replicated in a second sample (n = 385), where these results were additionally contrasted with those of the confirmatory factor analysis (CFA). The EGA findings confirmed a structure of four dimensions and 19 items in total: (a) cognitive management of teacher emotion (four items), (b) teacher empathic concern (four items), (c) teacher–student relationship (four items), and (d) adverse classroom climate (seven items), with a 7-point Likert scale response format. The CFA showed good and acceptable fit indicators, X2(171) = 354.546 (p < 0.001), Comparative Fit Index (CFI) = 0.971, Tucker–Lewis index (TLI) = 0.966, Root Mean Square Error of Approximation (RMSEA) = 0.061, and Standardized Root Mean Square Residual (SRMR) = 0.062. In conclusion, a tool for the assessment of teachers’ socioemotional skills, valid for school-based educational research, is provided. Implications of the findings at the theoretical and practical levels are discussed, as well as limitations and future projections for future research.

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Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version

Sáez-Delgado,

Mella-Norambuena,

López-Angulo

2024

Front. Psychol.

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Las competencias socioemocionales de los docentes y su rol en el aula

Muñoz

2023

Rev. estud. psicol.

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The main objective of this article was to determine the socioemotional skills of teachers in a school in Colombia. These skills allow for self-recognition and recognition of others, as well as acceptance and assertive action in response to feelings. The school, as a space for encounter, interaction, and continuous learning, becomes a conducive environment for the proper emotional management of both students and teachers, with the latter being fundamental pillars. In this study, we present research conducted with 40 teachers from an educational institution. Participants completed the TMMS-24, Trait Meta-Mood Scale on Emotional States, which provided a quantitative approach for data collection. The main aim was to analyze how this group of teachers manages emotions and, furthermore, to use these results as an opportunity to raise awareness among teachers about the importance of being aware of their own emotions and those of their students in the day-to-day classroom dynamics and relationships established within it. Findings revealed that the majority of teachers demonstrate adequate emotional management, as evidenced by the three dimensions investigated in the questionnaires, indicating that most are at an appropriate level of recognition, comprehension, and management of emotions. This translates into better job performance, higher levels of satisfaction among teachers, and a better understanding of the individual situations of each student.

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Inclusión de habilidades socioemocionales en los programas educativos: claves para el desarrollo integral del estudiante

Paca,

Silva,

Días

et al. 2024

S. F. J. of Dev.

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El artículo aborda la importancia de integrar habilidades socioemocionales en los programas educativos como un componente esencial para el desarrollo integral de los estudiantes. Analiza cómo estas habilidades, que incluyen la empatía, la gestión emocional, la colaboración y la resolución de conflictos, contribuyen significativamente al bienestar y al éxito académico y personal de los alumnos. La revisión destaca estudios que evidencian que la enseñanza de estas competencias no solo mejora el rendimiento académico, sino que también potencia la capacidad de los estudiantes para enfrentar desafíos y establecer relaciones saludables. Se discuten diversas metodologías y enfoques pedagógicos efectivos para incorporar estas habilidades en el currículo, desde la inclusión de programas específicos de aprendizaje socioemocional (SEL) hasta estrategias integradas en las asignaturas tradicionales. El artículo subraya la necesidad de formación y apoyo docente para implementar con éxito estas prácticas y enfatiza el impacto positivo de un enfoque colaborativo que involucre a familias y comunidades. Finalmente, se concluye que la incorporación de habilidades socioemocionales en la educación es fundamental para fomentar un entorno de aprendizaje holístico y preparar a los estudiantes para una vida plena y equilibrada en la sociedad actual.

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Programas de intervención docente en competencias socioemocionales: una revisión sistemática de la literatura

Cited by 3 publications

References 38 publications

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version

Psychometric properties of the SocioEmotional Skills Instrument for Teachers using network approach: English and Spanish version

Las competencias socioemocionales de los docentes y su rol en el aula

Inclusión de habilidades socioemocionales en los programas educativos: claves para el desarrollo integral del estudiante

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