M. Pilar Berrios Martos

Universiy of Jaen

Benefits of Emotional Education: Empirical Evidence and Challenges

Participants: Ana, M. Ruiz-Ortega1; Loida Morillo Rivero2; Rafael Martos Montes, Rafael2; M. Trinidad Sánchez-Núñez3

1Andrés Bello University (Chile); 2University of Zaragoza; 3University of Castilla La-Mancha

Symposium summary

One of the most important personal resources that students can use to cope with academic demands is Emotional Intelligence (EI). In the scientific literature, we have results according to which EI has a double role: as a facilitating resource for well-being and performance (Mayer, Roberts & Barsade, 2008) and as a protector of student discomfort (depression, anxiety and frustration) (Fernández-Berrocal and Extremera, 2016; Van Heck & Den Oudsten, 2008). These results provide strong empirical evidence supporting the need to implement EI training programmes in academic education (Zeidner et al., 2017). Despite this, the implementation of these programmes in the educational field is still scarce, and when they are carried out, in most cases their effectiveness is not scientifically proven. In this symposium, results obtained about the role of EI in students’ wellbeing, performance, and frustration, using quantitative methodologies, will be presented. In addition, empirical evidence will be provided on the effectiveness of a training programme for the development of social-emotional skills of secondary school students. Finally, using a qualitative methodology, the effects of inclusive playgrounds will be analysed as a positive emotional experience that improves convivencia in primary school. The main results indicate that EI: 1) is positively related to students' wellbeing and academic performance, 2) buffer their frustration experiences, and 3) can be improved through training. On the other hand, it has also been proven that emotional education encourages relationships and convivencia in schools. The results obtained coincide with the most recent and relevant scientific literature in this field of research. One of the main educational challenges is to implement systematic and rigorous emotional education programmes that help students to succeed, whose effectiveness can be empirically proven.

Short CV

Senior lecturer of the Department of Psychology at the University of Jaen. Member of the Research Group "Psychosocial Analysis of Behaviour in the Face of the New Social Reality " (HUM-651). Researcher in different research projects financed by public institutions, such as the Ministry of Economy and Competitiveness (National Plan I+D+i) and the Provincial Council of Jaen, on the development of social-emotional skills in the educational and labour contexts. The results of these projects have been published in nationally and internationally renowned scientific manuals and journals. Regarding transfer of research results, her role as a founding partner of Emo-é, a spin-off from the University of Jaen, specializing in the development of emotional intelligence, is noteworthy. She teaches in different official university Masters on subjects related to occupational health and the application of Emotional Intelligence in different contexts. Advisor of several doctoral theses on the effects of emotional intelligence on performance and well-being, she is currently a member of the management team of the Spanish Society of Positive Psychology (SEPP) and plays a very active role in her university by promoting initiatives to encourage the development of healthy and emotionally intelligent organizations.

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