Efecto de un programa de Educación emocional en clima social de aula

Abstract

One of the areas where the greatest benefits are found after emotional education program interventions is that of positive adolescent development and in reducing situations of peer abuse and violence. This communication presents the results of the evaluation of an emotional education program aimed at students in relation to their impact on the social climate of the classroom. The program promoted the development of emotional competence following the pentagonal emotional competency model (Bisquerra y Pérez-Escoda, 2007), where 5 competencies are contemplated: emotional awareness, emotional regulation, emotional autonomy, social competence and competences for life and well-being. A quasi-experimental pretest posttest design was used, with a non-equivalent control group. 143 students from two educational centers in San Sebastián participated in the experience, belonging to three educational courses: 6th grade of Primary school, 2nd and 4th grade of Secondary School. The program was designed with a total of 56 activities and was applied in the tutoring space, during a school year. To assess the effect of the program on the social climate of the classroom, the social climate of the classroom (CES) scale, designed by Moos and Trickett (1995), was used. The results of the contrast of means (Student's t) confirm a significant improvement in the experimental group in the dimensions aid and innovation, while in the control group an improvement was observed in one dimension, the so-called clarity. These results allow us to conclude that the emotional education program had a positive impact on the improvement of the classroom's social climate.