Agresividad, inestabilidad y educación socioemocional en un entorno inclusivo

  1. Ana-M. Tur-Porcar 1
  2. Anna Llorca-Mestre 1
  3. Vicenta Mestre-Escrivá 1
  1. 1 Universitat de València
    info

    Universitat de València

    Valencia, España

    ROR https://ror.org/043nxc105

Revista:
Comunicar: Revista Científica de Comunicación y Educación

ISSN: 1134-3478

Año de publicación: 2021

Título del ejemplar: Escuelas públicas para la transformación en la Sociedad del Conocimiento.

Número: 66

Páginas: 45-55

Tipo: Artículo

DOI: 10.3916/C66-2021-04 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Comunicar: Revista Científica de Comunicación y Educación

Resumen

En el marco de la escuela inclusiva, el aprendizaje socioemocional y personalizado fomenta la implicación del alumnado en la vida del aula y se relaciona con la disminución de la conducta desadaptativa. El objetivo de este estudio es analizar el impacto de un programa de educación socioemocional en la agresividad y la inestabilidad emocional en la infancia. Han participado 555 niños/as de 7 a 12 años (M=9,2 y DT=1,5), 55,5% niños y 45,5% niñas. Estudian Educación Primaria en seis colegios públicos del área metropolitana de Valencia (España). La muestra se ha distribuido en un grupo experimental (317 niños/as; 57,2% de la población total participante) y un grupo control (238 niños/as; 42,8% del total). El profesorado del grupo experimental recibió formación para implementar el programa en clase. El profesorado del grupo control no recibió formación ni aplicó el programa. Se analizan los resultados en la fase pretest y postest en ambos grupos. En la fase pretest, aparecen diferencias significativas entre los dos grupos: el grupo experimental muestra niveles más altos en agresividad e inestabilidad emocional que el grupo control. En la fase postest bajan significativamente la agresividad y la inestabilidad emocional en el grupo experimental, con un tamaño del efecto medio-alto; mientras que en el grupo control suben la agresividad y la inestabilidad emocional. Se discuten los efectos del programa en el alumnado.

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Información de financiación

Esta investigación contó con el apoyo de la Generalitat Valenciana en el marco del Proyecto Prometeo 2011/009 y de la Universidad de Valencia con el Proyecto UV-INV-AE11-42278.

Financiadores

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Fuente de los datos: Dialnet