The Assertive Resolution of Conflicts in School With a Gamified Emotion Education Program

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2018Suggested citation
Filella Guiu, Gemma;
Ros Morente, Agnès;
Oriol Granado, Xavier;
March Llanes, Jaume;
.
(2018)
.
The Assertive Resolution of Conflicts in School With a Gamified Emotion Education Program.
Frontiers in Psychology, 2018, vol. 9, art. 2353, p. 1-8.
https://doi.org/10.3389/fpsyg.2018.02353.
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Coexistence in schools inevitably carries a higher risk of conflicts among peers. This
fact can be detrimental to the well-being and academic achievement of the students. In
many developed countries, about 90% of the pupils in compulsory secondary education
report witnessing assaults among peers. In this regard, recognizing, controlling and
managing emotions is key to ensure a healthy and effective interaction with others.
Negative emotions, such as anger, can trigger conflicts or even episodes of violence
if not regulated properly. Interactive tools, such as specialized software’s, have shown
high rates of efficacy for the training of different kinds of competences like the regulation
of emotions. The aim of the present work is to describe the Happy Emotional Education
Program and its effects over a sample of secondary school students. This software
focuses in the training of emotional competences of the students with the objective of
solving conflicts in a more assertive way. The design employed in the present work was
a quasiexperimental design with pretest and posttest with a control group. Results show
that Happy Emotional Education Program contributes to the management of emotions
and the absence of negative affect or anxiety in a significant way. Additionally, the
constant use of this interactive tool enhances motivation and the learning process of
students. Results also indicate the importance of assessing the effects of the program
in the long term. This would enable researchers to further assess the effects of the
program over those emotional competences that are more resistant to change given its
stable nature.
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Frontiers in Psychology, 2018, vol. 9, art. 2353, p. 1-8European research projects
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