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dc.contributor.authorFilella Guiu, Gemma
dc.contributor.authorRos Morente, Agnès
dc.contributor.authorOriol Granado, Xavier
dc.contributor.authorMarch Llanes, Jaume
dc.date.accessioned2019-01-18T08:45:27Z
dc.date.available2019-01-18T08:45:27Z
dc.date.issued2018
dc.identifier.issn1664-1078
dc.identifier.urihttp://hdl.handle.net/10459.1/65537
dc.description.abstractCoexistence 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.
dc.language.isoengca_ES
dc.publisherFrontiers Mediaca_ES
dc.relation.isformatofReproducció del document publicat a https://doi.org/10.3389/fpsyg.2018.02353ca_ES
dc.relation.ispartofFrontiers in Psychology, 2018, vol. 9, art. 2353, p. 1-8ca_ES
dc.rightscc-by (c) Gemma Filella et al., 2018ca_ES
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectEmotion regulationca_ES
dc.subjectGamified programca_ES
dc.subjectCoexistenceca_ES
dc.subjectConflictsca_ES
dc.titleThe Assertive Resolution of Conflicts in School With a Gamified Emotion Education Programca_ES
dc.typeinfo:eu-repo/semantics/articleca_ES
dc.identifier.idgrec027887
dc.type.versioninfo:eu-repo/semantics/publishedVersionca_ES
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessca_ES
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2018.02353


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cc-by (c) Gemma Filella et al., 2018
Except where otherwise noted, this item's license is described as cc-by (c) Gemma Filella et al., 2018