Muñoz-Oliver Beatriz, Gil-Madrona Pedro, Gómez-Ramos José Luis
Department of Didactics, Physical, and Music Education of Physical Education, Faculty of Education at Albacete, University of Castilla-La Mancha, 02071 Ciudad Real, Spain.
Department of Pedagogy, University of Castilla-La Mancha, 02071 Ciudad Real, Spain.
Children (Basel). 2022 Mar 24;9(4):456. doi: 10.3390/children9040456.
Within the psychological domain of emotional intelligence, experimentation on emotional education programmes in school contexts constitutes one of the most compelling research lines in recent years. On this basis, this study presents a review of forty-one programmes implemented in educational settings. The results obtained from the primary and secondary scrutinised sources show the need to integrate families into programme interventions and the importance of teacher training in socio-emotional competencies. Likewise, the importance of interconnecting natural educational settings with research activity is considered a fundamental aspect in designing, implementing, and evaluating such programmes. Thus, the present study aims to represent these programmes' characteristics, evaluation, and results for the ulterior development of specific and contextualised proposals.
在情商的心理领域内，针对学校环境中的情感教育项目进行的实验是近年来最具吸引力的研究方向之一。在此基础上，本研究对在教育环境中实施的41个项目进行了综述。从经过仔细审查的主要和次要来源获得的结果表明，有必要将家庭纳入项目干预，以及教师社会情感能力培训的重要性。同样，将自然教育环境与研究活动相互联系的重要性被视为设计、实施和评估此类项目的一个基本方面。因此，本研究旨在呈现这些项目的特点、评估和结果，以便为后续制定具体的情境化建议提供参考。
