Version 1
: Received: 27 September 2024 / Approved: 27 September 2024 / Online: 30 September 2024 (10:53:11 CEST)
How to cite:
Araya, S.; Urrutia, M.; Chávez-Castillo, Y.; Zañartu, I.; Zapata-Lamana, R. Impact of Emotional Education Programs in the Development of Emotional Competence in Secondary Students: A Scoping Review. Preprints2024, 2024092266. https://doi.org/10.20944/preprints202409.2266.v1
Araya, S.; Urrutia, M.; Chávez-Castillo, Y.; Zañartu, I.; Zapata-Lamana, R. Impact of Emotional Education Programs in the Development of Emotional Competence in Secondary Students: A Scoping Review. Preprints 2024, 2024092266. https://doi.org/10.20944/preprints202409.2266.v1
Araya, S.; Urrutia, M.; Chávez-Castillo, Y.; Zañartu, I.; Zapata-Lamana, R. Impact of Emotional Education Programs in the Development of Emotional Competence in Secondary Students: A Scoping Review. Preprints2024, 2024092266. https://doi.org/10.20944/preprints202409.2266.v1
APA Style
Araya, S., Urrutia, M., Chávez-Castillo, Y., Zañartu, I., & Zapata-Lamana, R. (2024). Impact of Emotional Education Programs in the Development of Emotional Competence in Secondary Students: A Scoping Review. Preprints. https://doi.org/10.20944/preprints202409.2266.v1
Chicago/Turabian Style
Araya, S., Isidora Zañartu and Rafael Zapata-Lamana. 2024 "Impact of Emotional Education Programs in the Development of Emotional Competence in Secondary Students: A Scoping Review" Preprints. https://doi.org/10.20944/preprints202409.2266.v1
Abstract
Emotional competencies are a set of strategies to identify, comprehend, express and regulate emotions. They are particularly relevant in the educational context. In spite of their important, low emotional competencies have been reported in secondary students. This scoping review aims to synthesize the impact of emotional education programs on secondary students. The PRISMA Scoping method was used by using the Web Of Science, Scopus and Scielo databases. 23 studies were identified, out of which five articles were selected as they met the determined inclusion criteria. The main findings reveal significant improvement of emotional and social skills following school interventions. Specifically, progress was observed in areas such as emotional awareness, emotional regulation, interpersonal skills and emotional knowledge. The results highlight the efficacy of social-emotional learning programs in fostering social-emotional skills and psychosocial health of secondary education students. However, limitations, such as heterogeneity, were identified in the study of such research in Ibero-American countries.
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
