Publication: Impacto de la regulación emocional en el aula : un estudio con profesores españoles
Authors
Santander Trigo, Sara ; Gaeta González, Martha Leticia ; Martínez-Otero Pérez, Valentín
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Publisher
Universidad de Zaragoza, Asociación Universitaria de Formación del Profesorado (AUFOP)
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DOI
https://doi.org/10.47553/rifop.v34i2.77695
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info:eu-repo/semantics/article
Description
Abstract
La capacidad de regular los estados emocionales ha sido
considerada como un aspecto esencial de la educación integral
de las personas al posibilitar el bienestar personal, la
socialización y el logro laboral y académico, entre otros
beneficios. La percepción que tiene el profesorado sobre su
propia regulación emocional y la del alumnado incide en su
labor profesional en el aula. El objetivo del presente trabajo
fue analizar el impacto de la regulación emocional en el aula,
desde la perspectiva de 200 profesores de distintos niveles
educativos en España. Para ello se evaluó el nivel de regulación
emocional del profesorado, mediante el TMMS-24, así como el
nivel de regulación emocional del alumnado percibido por el
profesorado y el impacto de la regulación emocional en el
proceso de enseñanza-aprendizaje, mediante instrumentos
diseñados ad hoc. Los resultados muestran que, a mayor nivel
de regulación emocional del profesorado, mayor importancia
dada a la formación específica en regulación emocional, mayor
cantidad de recursos destinados para ello y mayor motivación
ante la falta de regulación emocional del alumnado, al
considerarla como un reto. Estos hallazgos tienen
implicaciones importantes en las pautas de actuación e
intervención para la educación emocional en el aula
The ability to regulate emotional states is an essential aspect of the integral education of people by enabling personal well-being, socialization, and work and academic achievement, among other benefits. The perception of teachers about their emotional regulation and that of students influences their professional work in the classroom. The objective of this paper was to analyze the impact of emotional regulation in the classroom from the perspective of 200 teachers of different educational levels in Spain. For this purpose, we evaluated the level of emotional regulation of teachers, using the TMMS-24, as well as the level of emotional regulation of students perceived by teachers and the impact of emotional regulation on the teaching-learning process, through instruments designed ad hoc. Results show that the higher the level of emotional regulation of the teaching staff, the higher the importance given to specific training in emotional regulation, the higher the number of resources used and the greater motivation, given the lack of emotional regulation of the students, considering it as a challenge. These findings have important implications in the action and intervention guidelines for emotional education in the classroom
The ability to regulate emotional states is an essential aspect of the integral education of people by enabling personal well-being, socialization, and work and academic achievement, among other benefits. The perception of teachers about their emotional regulation and that of students influences their professional work in the classroom. The objective of this paper was to analyze the impact of emotional regulation in the classroom from the perspective of 200 teachers of different educational levels in Spain. For this purpose, we evaluated the level of emotional regulation of teachers, using the TMMS-24, as well as the level of emotional regulation of students perceived by teachers and the impact of emotional regulation on the teaching-learning process, through instruments designed ad hoc. Results show that the higher the level of emotional regulation of the teaching staff, the higher the importance given to specific training in emotional regulation, the higher the number of resources used and the greater motivation, given the lack of emotional regulation of the students, considering it as a challenge. These findings have important implications in the action and intervention guidelines for emotional education in the classroom
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Citation
Revista interuniversitaria de formación del profesorado, V. 34 N. 95 (2), 2020
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