Developing the emotional competence of teachers and pupils in
Contents
1. opment Program effects Application of the general linear model with 1 degree of freedom for the emotional competence variables yielded the following results Emotional awareness There was a significant increase f 58 799 p lt 01 in scores af ter the intervention post test stage for both the EG and the CG as well as a significant be tween groups effect 236 27 p lt 01 The main finding was a significant group stage effect showing that only the EG improved significantly after the intervention f 280 00 p 01 Emotional regulation There was a significant post intervention increase f 5 20 p lt 05 in both the EG and the CG although the significance level was higher f 215 12 p 01 in the intervention group However the main result was the significant group stage interaction f 14 97 p lt 01 with only the intervention group showing significantly better emotional regulation after the programme Emotional autonomy There was a significant post intervention increase f 16 32 p lt 01 in both the EG and the CG as well as a significant between groups effect f 24 p 01 in favour of the EG The main finding was a significant group stage interaction show ing that only the EG improved significantly after the intervention f 17 67 p lt 01 Social competence Social competence increased significantly after the intervention f 16 26 p 01 and there was also a significant between groups effect f2. Pre test Post test Mean SD Mean SD Emotional awareness 7 05 1 00 7 27 1 19 Emotional regulation 5 28 1 10 5 86 1 36 Emotional autonomy 6 05 1 02 6 44 1 14 em Social competence 5 68 1 01 5 87 1 37 Life competencies and well being 7 04 97 7 35 1 20 Total 6 12 81 6 49 1 10 Levels of stress 16 68 4 74 14 39 3 55 Institutional climate 25 00 4 75 27 73 3 56 Emotional awareness 728 1 17 7 15 1 24 Emotional regulation 5 73 1 44 5 69 1 38 CG Emotional autonomy 6 08 1 22 6 09 1 28 Social competence 5 59 1 37 5 70 1 38 Life competencies and well being 6 89 1 45 6 95 1 48 Total 6 24 1 14 6 24 1 19 Levels of stress 16 51 4 88 16 61 4 94 Institutional climate 25 54 3 93 25 87 3 81 Note EG Experimental Grup CG Control Group N for EG 57 N for CG 35 Program effects Application of the general linear model with 1 11 degrees of freedom for the emo tional competence variables and 1 75 degrees of freedom for the levels of stress and institu tional climate variables can be seen in Table 2 Differences between the pre test and post test stages between the EG and the CG and as regards the stage group interaction are reported There were no significant differences between the pre test and post test stages nor be tween the EG and the CG for any of the five emotional competencies or for the total emo tional competence coefficient However there were significant stage group int
3. to measure the evolution of emotional competence and its five dimensions Results The results showed a significant improvement in the emotional competence of par ticipants at the end of the intervention together with a better relational climate in schools Discussion and Conclusion They also corroborate current expert opinion that emotional competencies such as emotional awareness emotion regulation emotional autonomy social competence and life and well being competencies can be taught and learnt Keywords Emotional education emotional intelligence social and emotional learning pro gramme evaluation primary school assessment of emotional competence Received 07 25 12 Initial acceptance 08 30 12 Final acceptance 11 08 12 1184 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Desarrollo de la competencia emocional de maestros y alumnos en contextos escolares Resumen Introducci n En este trabajo se presenta la evaluaci n de dos programas de formaci n uno dirigido a profesores y otro a alumnos con el objetivo de mejorar el bienestar personal y social mediante el desarrollo de la competencia emocional conciencia emocional regulaci n emo cional autonom a emocional competencia social y competencias para la vida M todo Han participado en la experiencia 92 profesores
4. Brackett et al 2010 Extremera Fern ndez Berrocal amp Dur n 2003 have shown that when teachers enjoy high levels of emotional intel ligence they experience fewer negative thoughts and less burnout Finally a school where teachers have improved their emotional competence and reduced their levels of stress should experience a more harmonious school climate Hypotheses of Study 1 We expected that compared to the control group teachers participating in the emotional education programme would experience the following 1 an improvement in their total emotional competence and in each one of its dimensions emotional awareness emo tional regulation emotional autonomy social competence and life competencies and well being 2 a reduction in stress levels and 3 an improvement in the institutional climate Method of Study 1 Participants The sample comprised 92 teachers of whom 62 were assigned to the EG Partici pants were recruited through intentional sampling of homogenous subgroups Teachers in the EG were drawn from three state run primary schools while the control group CG was re cruited from a further five such schools These schools were located in medium low SES Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1189 Nuria P rez Escoda et al neighbourhoods All teachers had at least a bachelor s degree and their mean age was 42 Eighty eight p
5. competence and that on each of its five dimensions The observation instrument used has 79 items of which 25 refer to behav iours through which children show their emotional awareness e g identifies sadness in oth ers 8 refer to their emotional regulation e g can ask others for help 12 refer to emotional autonomy e g identifies his or her limitations 27 refer to social competence e g can de fend his or her rights and 7 refer to life competencies and well being e g can maintain a positive attitude towards changes The evaluation of each child s emotional competence was based on his her teacher s perceptions Prior to applying the observation scale it was piloted and validated by expert judges Its internal consistency according to Cronbach s alpha was 78 for the total scale and above 75 for each subscale The teacher rated each scale item between 0 and 10 0 never 10 almost always b The BarOn Emotional Quotient Inventory Youth Version EQ i YV Spanish version BarOn ICE NA abridged and adapted by Ugarriza and Pajares 2004 The effect of the programme on children from primary age 9 12 was evaluated using this instrument which has previously been used with this age range by other authors and has demonstrated reliability and validity Sotil et al 2005 Ugarriza amp Pajares 2005 The short version of the inventory comprises 30 items and provides a total emotional quotient and one for each of the following sc
6. high intellect Neurological evidence for emotional intelligence In R Bar On amp J D A Parker Eds The Handbook of Emotional Intelligence Theory Development Assessment and Application at Home School and in the Workplace pp 192 214 San Francisco Jossey Bass Ben tez J L Fern ndez M Justicia F Fern ndez E amp Justicia A 2011 Results of the Aprender a Convivir Program for development of social competence and prevention of antisocial behavior in four year old children School Psychology International 32 3 19 Bisquerra R 2000 Educaci n emocional y bienestar Barcelona Praxis Bisquerra R amp P rez Escoda N 2007 Las competencias emocionales Educaci n XXI 10 61 82 Bisquerra R 2009 Psicopedagog a de las emociones Madrid S ntesis Brackett M A Palomera R Mojsa Kaja J Reyes M R amp Salovey P 2010 Emotion regulation ability burnout and job satisfaction among British secondary school teachers Psychology in the Schools 47 406 417 Catalano R F Berglund M L Ryan Jeanne A M Lonczak Heather S amp Hawkins J D 2002 Positive youth development in the United States Research findings on evaluations of positive youth development programs Prevention amp Treatment 5 1522 3736 Cherniss C 2000 Social and emotional competence in the workplace In R Bar On amp J D A Parker Eds The Handbook of Emotional Intelligence Theory De
7. in school contexts school and increasing their general well being It would also be important to investigate whether a programme based on the same model and principles could be implemented with similar results in secondary school pupils Another important objective for future research would be to complement the training offered to teachers and pupils with programmes targeted at parents Despite the above mentioned limitations this study confirms that emotional competen cies can be improved through a systematic and well structured intervention that is based on a solid theoretical model one which is able to build emotional skills and which is targeted not only at pupils but also at school environment In terms of the evaluation of emotional educa tion programmes it should be noted that this study uses a control group which is not the case of most previous research of this kind It has also developed a new observational measure of young children s emotional competencies a measure which may prove useful for future stud ies since young children are known to have difficulties answering self report questionnaires Although the twentieth century brought many technological advances this has been accompanied by certain deterioration in our capacity to manage our emotions and this can be witnessed in many forms conflicts violence anxiety stress depression etc Bisquerra 2000 In the school context one often observes situations of emotional il
8. y 423 ni os de 6 a 12 a os de diver sos centros de educaci n primaria Se ha utilizado un dise o cuasiexperimental pretest postest con grupo control para evaluar la eficacia de cada uno de los programas de formaci n Para ello se han aplicado diferentes instrumentos para medir la evoluci n la competencia emo cional y sus cinco dimensiones Resultados La investigaci n demuestra una mejora significativa de la competencia emocional de los participantes al final de la intervenci n junto a un mejor clima de relaci n en las escue las Discusi n y Conclusi n Se corrobora la opini n de los expertos en el tema quienes afirman que las competencias emocionales tales como la conciencia emocional la regulaci n emo cional la autonom a emocional las competencias sociales y las habilidades de vida y bienes tar pueden ense arse y aprenderse Palabras Clave Educaci n Emocional inteligencia emocional aprendizaje social y emo cional evaluaci n de programas escuela primaria evaluaci n de la competencia emocional Recibido 25 07 12 Aceptaci n inicial 30 08 12 Aceptaci n final 08 11 12 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1185 Nuria P rez Escoda et al Introduction There are good reasons to consider emotional education as part of the zeitgeist charac terizing the beginning of the twenty first century Fern ndez Berrocal and Ruiz Aranda 2
9. 008 consider that nowadays is completely necessary to educate the emotional intelligence of children This idea of emotional education now has strong theoretical underpinnings which are undergoing constant revision and update Bechara Tranel Damasio 2000 Goleman 1995 Mayer Caruso amp Salovey 2001 Bisquerra 2000 2009 Gardner 1993 Cherniss 2000 Hedlund amp Sternberg 2000 among many others Experts in the field agree that there are certain emotional competencies which can be learnt and that there is a need to integrate them within the early and continuous learning of everybody Mayer Caruso amp Salovey 2002 Salovey et al 2000 Collaborative for Academic Social and Emotional Learning 2003 Petrides Frederickson amp Furnham 2004 Saarni 2000 Sroufe 2000 These competencies prove enormously useful when facing a wide variety of everyday situations Humphrey 2010 Saarni 2000 A number of reviews have investigated the outcomes of various emotional education programmes Catalano et al 2002 Greenberg Weissenberg O Brien Zins Fredericks Res nik amp Elias 2003 Clouder et al 2008 Di Fabio et al 2011 demonstrating their positive effects on children in a range of contexts from kindergarten to high school and in urban suburban and rural settings Specifically the meta analysis by Greenberg et al 2003 who analysed 300 social and emotional learning programmes showed that these kinds of pro gramme
10. 2004 Adaptaci n y estandarizaci n del Inventario de Inteligencia Emocional de BarOn ICE NA en ni os y adolescentes Manual t cnico Lima Edici n de las autoras Ugarriza N amp Pajares L 2005 La evaluaci n de la inteligencia emocional a trav s del inventario de BarOn ICE NA en una muestra de ni os y adolescentes Persona 6 11 58 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1207 Nuria P rez Escoda et al This page intentionally left blank 1208 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28
11. 24 81 p 03 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1197 Nuria P rez Escoda et al Once again the main result was a significant group stage interaction with only the EG show ing significantly better social competence after the programme f 27 97 p lt 01 Life competencies and well being These aspects also improved significantly after the intervention f 4 09 p lt 05 There were no significant differences between the groups f 57 p 45 However the main finding was the significant group stage interaction with only the EG showing significantly better life competencies and well being after the intervention f 4 83 p 03 General emotional competence This was significantly better f 11 59 p lt 01 after the intervention There were no between groups differences f 2 94 p 93 The main result was the significant group stage interaction showing that general scores only improved signifi cantly f 21 20 p lt 01 in the EG see Figure 1 m e 625 6 09 6 05 Experimental Group Control Group O e M WF UH DN 0O D Pre test Post test Figure 1 Post intervention change in scores for the scale as a whole b Children aged 9 12 years Table 3 shows the descriptive results for the six factors from the BarOn inventory 1198 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISS
12. Analysis of eigenvalues and scree plot revealed five factors that were termed emotional awareness emotional regula tion emotional autonomy social competence and life competencies and well being as they confirmed the theoretical model The five factors explained 50 of the variance The authors report reliability measures Cronbach s alpha of 92 for the whole scale and above 69 for each of the five dimensions In the present study the Cronbach s alpha values were 91 for the whole scale 67 for emotional awareness 79 for emotional regulation 61 for emotional autonomy 68 for social competence and 72 for life competencies and well being 1190 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Level of Stress An ad hoc five item scale was developed to measure the participants level of stress As perceived stress depends on numerous factors this scale was based on the dimensions proposed by Novak 1991 2008 personal interpersonal and contextual health employment and family situation Participants scored from 0 very bad to 10 excellent how satisfied they were with each dimension It comprises 5 items The internal consistency of the scale measured by Cronbach s alpha was 57 Institutional Climate This aspect focused specifically on the relational climate in the school relationsh
13. EG increased Discussion of Study 2 The data obtained from both the observation scale used to evaluate emotional devel opment in pupils aged 6 8 years and the BarOn inventory administered to pupils aged 9 12 years confirm that the observed improvements were due to the intervention The youngest pupils showed a significant improvement on all the dimensions of emotional competence ad dressed by the programme As regards pupils aged 9 12 years the pre test post test compari son of results from the BarOn inventory showed that they improved on four components in trapersonal interpersonal adaptability and emotional intelligence However they did not make significant improvements as regards stress management although it should be noted that this aspect was not addressed by the programme used here Future work of this kind should also include an activity related to life competencies so as to address this component The results of the study provide new evidence in support of the idea that emotional competence can be developed through emotional education programmes Consequently edu cational institutions should seriously consider making such programmes part of their standard practice as the development of emotional competence favours the personal and social well being of pupils 1200 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of tea
14. Electronic Journal of Research EDUCATION X PSYCHOLOGY in Educational Psychology Se LA m 2 8B efre Developing the emotional competence of teachers and pupils in school contexts P rez Escoda N Filella G Alegre A amp Bisquerra R Department of Methods of Research and Diagnosis in Education University of Barcelona Barcelona Spain Department of Pedagogy and Psychology University of Lleida Lleida Spain Early Childhood and Elementary Education Department East Stroudsburg University East Stroudsburg Pennsylvania USA Spain USA Correspondence N ria P rez Escoda Universitat de Barcelona Passeig Vall d Hebr n 171 Llevant 08035 Barcelona Spain E mail nperezescoda 2 ub edu Education amp Psychology I D i and Editorial EOS Spain Nuria P rez Escoda et al Abstract Introduction This paper describes the evaluation of two training programmes one targeted at teachers and the other at pupils the aim of both being to improve personal and social well being through the development of emotional competence emotional awareness emotional regulation emotional autonomy social competence and life competencies Method Participants were 92 teachers and 423 children aged 6 12 years from various pri mary schools A quasi experimental pre test post test design with control group was used to evaluate the efficacy of the two training programmes with different instruments being applied
15. N 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Table 3 Descriptive statistics for the scale applied to children 6 8 years Pre test Post test Mean SD Mean SD Emotional awareness 5 75 79 748 32 Emotional regulation 6 47 1 39 7 38 1 04 Emotional autonomy 6 25 1 12 7 04 35 ES Social competence 6 57 937 7 71 93 Life competencies and well being 6 17 1 17 6 90 1 29 Total 6 25 87 6 99 69 Emotional awareness 5 26 82 5 47 78 Emotional regulation 5 96 93 5 7 1 03 CG Emotional autonomy 6 71 97 6 71 91 Social competence 6 53 128 6 3 1 40 Life competencies and well being 6 75 1 36 6 68 1 38 Total 6 09 83 6 05 87 Note EG Experimental Grup CG Control Group N for EG 13 N for CG 1 When applying the general linear model the repeated measures analysis of the results obtained for the intrapersonal factor of the EQ i YV Spanish version showed no significant differences between stages f 1 05 p gt 05 or between groups f 1 73 p gt 05 or By con trast there were significant differences between age groups f 6 57 p lt 05 The results also revealed a significant stage group interaction f 9 94 p lt 01 with scores in the EG increas ing while those of the CG decreased The interpersonal factor showed a significant increase f 33 81 p lt 01 after the inter vention There was also a significant effect accordi
16. ales Interpersonal Intrapersonal Adaptability and Stress Man agement Bar On amp Parker 2000 The Interpersonal scale evaluates the extent to which so cial relationships are satisfactory and includes skills such as empathy and listening and un derstanding and appreciating the feelings of others The Intrapersonal scale measures the ca pacity to understand one s own emotions and to express feelings and needs The Adaptability scale evaluates the degree of flexibility and realism when coping with change and solving problems The Stress Management scale measures the capacity to regulate impulsivity to re main calm and to work well under pressure Data Analysis Again due to the normal distribution of errors and the lineal relation between depend ent and independent variables data were submitted to a General Linear Model analysis 1196 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Results of Study 2 a Children aged 6 8 years The normality of the sample was confirmed with the Kolmogorov Smirnov test which was applied to the global scale score and to scores on the five dimensions p 05 in all cases On the basis of these results the general linear model was then applied Table 3 shows the descriptive statistics obtained for each of the five dimensions and for total emotional devel
17. ation of the training they had received in Study 1 Procedure The emotional education programme for children comprises 20 activities that are dis tributed into thematic blocks corresponding to the five dimensions of the theoretical model In the EG one activity was applied weekly in the context of the standard teaching plan The ac tivity sessions were always ran by the children s usual teacher and the pupils were encour aged to get involved through both individual and group work this being the key strategy aimed at developing their emotional competence The effects of the programme were studied by means of a quasi experimental pre test post test design with a control group The interval between the pre test and post test assessments was nine months Instruments In order to evaluate the development of the competencies proposed by the programme two different instruments were used in accordance with the children s age a Emotional Competence Observation Instrument Due to the lack of available scales for measuring the emotional development of pri mary age children 6 8 years it was necessary to develop an ad hoc observation instrument This was based on the above mentioned theoretical model of Bisquerra and P rez 2007 and Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1195 Nuria P rez Escoda et al enabled us to estimate the children s general emotional
18. chers and pupils in school contexts General Discussion The purpose of the two studies presented in this article was to test the impact of an emotional competence training programme used initially with teachers and subsequently with pupils The programme was based on Bisquerra and Perez s 2007 model of emotional competence which views emotional education as a continuous and permanent educational process that strengthens the development of emotional competencies regarded as an essential element of human development The goal of such a process is to capacitate the person for life and thus increase his or her personal well being and that of his or her society Bisquerra 2000 The programme implemented here provided 30 hours of training for teachers and about 20 hours of training for school children The aim was to develop teachers and pupils emo tional awareness emotional regulation emotional autonomy social competence and life competencies and well being Both studies showed an improvement in the participants emo tional competencies demonstrating that the programme is effective Teachers in the experi mental group improved their emotional competencies especially as regards their emotional regulation abilities and social competencies They also reduced their levels of stress Addi tionally the programme resulted in an improvement in the school s institutional climate Fur thermore when the teachers then applied the emotional e
19. ducation programme with their pu pils the latter also showed improved emotional competencies Although in recent years other programmes designed to develop emotional compe tencies have been shown to be effective Nelis et al 2009 point out that most of these stud ies lack a solid theoretical basis and do not use a control group to evaluate the programme s effectiveness The programme described here is the first to be based on Bisquerra and Perez s model of emotional competence which incorporates competencies whose importance has been demonstrated by other researchers but which other EI models do not include for exam ple emotional autonomy Noom 2001 learning to flow Csikszentmihalyi 1990 and life competencies Hopson et al 1987 It should also be noted as Nelis et al 2009 point out that few previous studies of emotional education programmes have used control groups By using both an experimental and a control group the present study was able to compare the programme s effects Catalano et al 2002 show that the most successful emotional education programmes share three characteristics they work on skill building they target not only children them Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1201 Nuria P rez Escoda et al selves but also their environment and they involve an intervention that lasts for at least nine months The present study
20. er cent of participants were female which reflects the typical profile of the pri mary school teacher in Spain Procedure Teachers in the experimental group EG took part in the above described emotional education programme A quasi experimental pre test post test design with control group was used to evaluate the efficacy of the training programme All instruments were administered to teachers in both groups The interval between pre test and post test assessment was nine months Measures Emotional Competence Emotional competence was measured using the Emotional Development Inventory for Adults CDE A in the original Spanish developed by the Re search in Psycho educational Guidance Group GROP of the University of Barcelona This is a self report instrument based on the theoretical model of emotional education developed by Bisquerra and P rez 2007 It comprises 48 items e g I find difficult to talk with my friends about my feelings each of which is scored on an 11 point Likert scale from 0 to 10 and provides both a global score and one for each of the model s five dimensions The scale was validated by a panel of 11 experts who paired each item to the corresponding subscale according to the goal of the scale and the theoretical model All items obtained above 80 agreement among all experts for each scale P rez Escoda et al 2010 The authors submitted the scale to an exploratory factor analysis using Varimax rotation
21. eractions for emotional regulation social competence and total emotional competence with only the inter vention group EG showing a significant increase in the three dimensions Additionally there 1192 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts were significant stage group interactions for level of stress and for perception of institutional climate In both cases only the EG reported significant improvements Table 2 Overall General Linear Model results Emotional Factor F P competence E Awareness Stage pre post 016 9 Group EG CG 002 961 Stage Group 2 435 122 E Regualtion Stage pre post 2 771 sl Group EG CG 603 439 Stage Group 25 773 000 E Autonomy Stage pre post 1 970 163 Group EG CG 011 921 Stage Group 2 369 131 Social Comp Stage pre post 107 750 tence Group EG CG 540 464 Stage Group 5 288 023 Life Compe Stage pre post 539 464 tence Group EG CG 880 350 Stage Group 3 595 061 Total Emo Stage pre post 196 659 tional Compe Group EG CG 026 872 tence Stage Group 10 074 000 Levels of stress Stage pre post 078 781 Group EG CG 128 PA Stage Group 9 231 000 Institutional Stage pre post 9 879 000 climate Group EG CG 146 703 Stage Group 13 373 000 Note df for emotional competencies 1 11 df fo
22. ional en el alumnado evidencias emp ricas Revista Electr nica de Investigaci n Educativa 6 2 1 17 Fern ndez Berrocal P amp Ruiz Aranda D 2008 La inteligencia emocional en la educaci n Electronic Journal of Research in Educational Psychology 6 421 436 Gardner H 1993 Multiple intelligences The theory in practice New York Basic Books Greenberg M Weissberg R O Brien U Zins J Fredericks L Resnik H amp Elias M 2003 Enhancing School Based Prevention and Youth Development Through Coor dinated Social Emotional and Academic Learning American Psychologist 58 6 7 466 474 Goleman D 1995 Emotional Intelligence Why it can matter more than IQ New York Ban tam Books Spanish version Inteligencia emocional Barcelona Kair s 1996 15 edici n 1997 Hedlund J amp Sternberg R J 2000 Too many intelligences Interpreting social emotional and practical intelligence In R Bar On amp J D A Parker Eds The Handbook of Emotional Intelligence Theory Development Assessment and Application at Home School and in the Workplace 136 167 San Francisco Jossey Bass Hopson B amp Scally M 1987 Lifeskills teaching programmes No 2 Lifeskills Associates Leeds U K Humphrey N Kalambouka A Wigelsworth M Lendrum A Lennie C amp Farrell P 2010 New Beginnings evaluation of a short social emotional intervention for pri mary aged children Educatio
23. ips among teachers among pupils and with the pupils families Partici pants scored from O very bad to 10 excellent how good the relational climate is in each level of the school One institutional climate coefficient was computed The scale used to as sess this aspect had an internal consistency measured by Cronbach s alpha of 63 Data Analysis Due to the normal distribution of errors and the lineal relation between dependent and independent variables emotional competence institutional climate and levels of stress data were submitted to a General Linear Model analysis For each competency General Linear Model for repeated measures was applied The intrasubjects variables were the phases and the variable intersubjects the group Because the factors were only of two categories we did not perform ad hoc contrast analyses The link function was used as identity function the in dependent variables were considered factors and the dependent variable was taken as con tinuous This analysis was preferred to other non global types of analyses because it allowed us to respect the levels of significance established a priori Results of Study 1 Descriptives Table 1 shows the descriptive statistics for each factor of the CDE A and each variable Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1191 Nuria P rez Escoda et al Table 1 Descriptive statistics
24. ith this measure Never theless this measure did correlate in the expected direction with the measure of institutional climate thereby supporting its validity Another limitation is that data were collected through self report measures or through teachers observations yielding a kind of subjective informa tion that is prone to some degree of bias However there are two problems with the use of direct measures of actual emotional abilities firstly there are no ability measures for children in the age range investigated here and secondly direct ability measures are both expensive and time consuming to administer Humphrey et al 2010 A further limitation to note is that we worked with a convenience sample which may not be completely representative It would therefore be advisable to replicate the study with a larger random sample so as to enable broader generalization of the results A longitudinal research design would also be needed to investigate the extent to which the outcomes are maintained in the long term Future research is now required to examine whether the effectiveness of this pro gramme might also extend to important developmental outcomes such as improving chil dren s school performance reducing their aggressive behaviour and levels of conflict at 1202 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils
25. keep a balance between their personal interests and the requirements of the environment The training programme uses different skill building techniques to integrate theory in an experiential and participative way through group dynam ics reflection debates and role play exercises The aim of the study therefore is to investigate the efficacy of an emotional education program that is based in a solid theoretical model is comprehensive in the emotional compe tencies that addresses and that uses a control group as a means of evaluating results The pro gram is divided in two subprograms The first subprogramme was imparted by the researchers and directed towards the emotional education of the teachers in various schools from two Spanish cities The second subprogramme was imparted by the trained teachers and directed towards their students As a consequence two studies were conducted one to evaluate the efficacy of the emotional education programme for teachers Study 1 and the other to evalu ate the effectiveness of the equivalent programme which teachers applied to their pupils Study 2 Study 1 This study analysed the effect of the Emotional Education Programme for Teachers as regards the development of emotional competence among participants Previous research has shown that teachers understand the need to improve their own social and emotional compe tencies as a prerequisite to reinforcing and enhancing the skills and competencie
26. literacy such as lack of emotional control impulsive behaviour poor performance due to stress bullying and teacher burnout Crary 1998 In this regard various studies have related bullying and burn out with feelings of anger low self esteem loneliness and other emotional difficulties in both aggressors and their victims Mearns amp Cain 2003 This highlights the need to act preven tively in the early years of education as well as in the context of teacher training Perez Gonz lez 2008 points out that the emotional education of children is a task for schools families and communities This study presents an educational education program for schools that is successful in improving children s emotional abilities Acknowledgements This study was supported by Spain s Ministerio de Ciencia e Innovaci n Direcci n general de programas y transferencia de conocimiento SEJ2007 65505 EDUC as well as a grant from ARCE Agrupaci n de Investigaci n en Ciencias de la Educaci n of the Faculty of Pedagogy University of Barcelona Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1203 Nuria P rez Escoda et al References Bar On R amp Parker J D A 2000 The Bar On Emotional Quotient Inventory Youth Version EQ i YV Technical Manual Toronto Canada Multi Health Systems Bechara A Tranel D amp Damasio A R 2000 Poor judgement in spite of
27. model of emotional competence propo ses that the emotional competencies can be grouped into five big dimensions emotional awa reness emotional regulation personal autonomy social competence and life competencies and well being Emotional awareness integrates the capacity to be aware of one s own emo tions and the ability to grasp the emotional climate in any specific context Emotional regula tion refers to the capacity to use the emotions appropriately It requires being aware of the relation between emotion cognition and behaviour and to have efficient coping strategies and capacity to self generate positive emotions Personal autonomy includes a group of char acteristics related to the self management of emotions such as self esteem life positive atti tude responsibility capacity to critically analyze social rules capacity to look for help and resources when needed and self efficacy beliefs Social competence refers to the capacity to establish positive relationships with other people It requires the mastering of basic social abilities effective communication respect for others pro social assertive behaviour Life competencies and well being refers to the capacity to display responsible and appropriate be haviours to solve personal family professional and social problems aimed towards the im provement of the person s and the society s well being The Bisquerra and Perez model can be considered a trait EI model because it i
28. nal Psychology 30 5 513 532 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1205 Nuria P rez Escoda et al Mayer J D Caruso D R amp Salovey P 1999 Emotional intelligence meets traditional standards for an intelligence Intelligence 27 4 267 298 Mayer J D amp Salovey P 1993 The intelligence of emotional intelligence Intelligence 17 4 433 442 Mearns J amp Cain J E 2003 Relationships between teachers occupational stress and their burnout and distress Roles of coping and negative mood regulation expectancies Anxiety Stress and Coping 16 1 71 82 Nelis N Quoidbach J Mikolajczak M amp Hansenne M 2009 Increasing emotional intelligence How is it possible Personality and Individual Differences 47 36 41 Noom M J Dekovi M amp Meeus W H J 2001 Conceptual Analysis and Measurement of Adolescent Autonomy Journal of Youth and Adolescence 5 30 577 595 P rez Escoda N Bisquerra R Filella G amp Soldevila A 2010 Construcci n del cuestionario de desarrollo emocional de adultos QDE A Revista Espa ola de Orientaci n y Psicopedagog a 21 367 379 P rez Gonz lez J C 2008 Propuesta para la evaluaci n de programas de educaci n so cioemocional Electronic Journal of Research in Educational Psychology 6 523 546 ISSN 1696 2095 Petrides K V Frederickson N am
29. ncorpo rates both cognitive and personality dimensions Compared to typical ability models of emo tional intelligence e g Mayer and Salovey 2007 it has the advantage of being more com prehensive Compared to other trait EI models Petrides Frederick son amp Furnham 2004 it has the advantage of being more hierarchically structured thereby facilitating the subsequent development of intervention programmes Bisquerra amp Perez 2007 The intervention programme developed based on Bisquerra and Perez s 2007 model of emotional competence provides specific training sections for each one of the five emo tional competencies included in the model For emotional awareness the program helps par ticipants to widen their emotional vocabulary and to learn to recognize their own emotions Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1187 Nuria P rez Escoda et al To train in emotional regulation participants learn relaxation techniques For personal auton omy they learn to recognize their own qualities and use them to increase their autonomy To develop social competence participants learn to recognize the emotions of others and to ex press their own emotions in socially appropriate ways They also learn conflict resolution techniques assertiveness and empathy In terms of life competencies and well being partici pants learn to be critically reflective and to
30. ng to group f 03 p lt 01 and age f 10 97 p 05 The results revealed a significant stage group interaction f 3 09 p lt 01 such that scores in the CG decreased while those in the EG increased Finally significant im provements were also observed among pupils aged 9 12 years in the EG f 1 21 p lt 05 There was a significant improvement in adaptability f 119 25 p lt 01 after the inter vention However there was no significant effect between groups A significant stage group interaction f 6 756 p lt 01 was observed such that scores in the CG decreased while those Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1199 Nuria P rez Escoda et al in the EG increased There was also a group age interaction f 58 p 02 in favour of EG pupils aged 9 12 years The main result as regards stress management was the significant stage group interac tion with only the intervention group showing a significant reduction f 10 p lt 01 in stress levels whereas there were no significant differences between stages f 3 59 p 08 or groups f 69 p 72 alone Emotional intelligence improved significantly f 1 09 p lt 01 after the intervention and there was also a significant increase in relation to age f 6 56 p 03 The main result was the significant stage group interaction f225 52 p lt 01 with scores in the CG decreasing while those of the
31. p Furnham A 2004 The role of trait emotional intelligence in academic performance and deviant behavior at school Personality and Individual Differences 36 277 293 Saarni C 2000 Emotional competence A developmental perspective In R Bar On amp J D A Parker Eds The Handbook of Emotional Intelligence Theory Development Assessment and Application at Home School and in the Workplace pp 68 91 San Francisco Jossey Bass Salovey P Bedell B Detweiler J B amp Mayer J D 2000 Current directions in emo tional intelligence research In Lewis M amp Haviland Jones J M Eds Handbook of emotions New York Guilford Press 504 520 Sotil A Escurra L Huerta R Rosas M Campos E amp Llafios A 2008 Efectos de un programa para desarrollar la inteligencia emocional en alumnos del sexto grado de educaci n primaria Revista de Investigaci n en Psicologia 11 2 55 65 Sroufe L A 2000 Early relationships and the development of children Infant Mental Health Journal 21 67 74 1206 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Triliva S amp Poulou M 2006 Greek Teachers Understandings and Constructions of What Constitutes Social and Emotional Learning School Psychology International 27 315 338 Ugarriza N 6 Pajares L
32. r levels of stress and institutional climate 1 75 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 1193 Nuria P rez Escoda et al Discussion of Study 1 The results presented above show that the emotional education programme for teach ers led to significant improvements in the development of certain emotional competencies among participants However the intervention did not develop all five dimensions of emo tional competence to the same extent The most notable improvements experienced by the teachers were those in emotional regulation and social competence These findings are given further weight by the fact that teachers in the CG who did not participate in the programme did not experience statistically significant changes in their total competence or on any of the five dimensions studied It can be concluded therefore that the emotional education pro gramme was at least partially effective Furthermore teachers who took part in the programme also reported improved percep tions regarding the institutional climate as well as a significant reduction in perceived stress This confirms that the intervention is an effective resource that can help to optimize interper sonal relationships in schools having a positive impact on the quality of life of those who work there Study 2 This study analysed the effectiveness of the Emotional Education Programme for the De
33. s lead to significant improvements in children s school performance Also Nelis et al 2009 found that young adults who participated in an intensive emotional training course improved their levels of emotional intelligence This improvement was sustained six months later In their study Nelis et al 2009 concluded that the vast majority of emotional intelli gence training programs suffer from three kinds of design problems 1 most are not based on a solid theoretical model 2 they only target certain dimensions of emotional intelligence and 3 they do not use control groups In light of the above there is a need for a research study in which the emotional educa tion programme being investigated is based on a solid theoretical model addresses a compre 1186 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts hensive group of emotional competencies and uses an experimental design with control group The present study seeks to investigate the effectiveness of an emotional education pro gram that addresses these three design issues it is based in a solid theoretical model Bisquerra amp P rez 2007 it addresses a comprehensive group of emotional competencies and uses an experimental and a control group to find evidence of significant effects The Bisquerra and Perez s 2007 theoretical
34. s of their stu dents Triliva amp Poulou 2006 Therefore our intervention programme started with the train ing of the teachers In line with the model of Bisquerra and P rez 2007 the focus was on both general emotional competence and each of its five dimensions emotional awareness emotional regulation emotional autonomy social competence and life competencies and well being 1188 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts The program consists of 30 hours of training and it was implemented in sessions of one hour a week for 30 weeks in a period of nine months The training sessions took place in the schools where the teachers work Six hours of training were allocated to each emotional competency described above The teachers were trained by the authors of the study them selves To ascertain the efficacy of the programme three kinds of evidence are necessary First it is important to know if the programme has had any effect on the participants emo tional competence Second if the programme has been effective it should result in positive outcomes for the participants Specifically any improvement in teachers emotional compe tence should be reflected in their ability to better deal with the challenges of the job and ex periment less stress In this sense several studies
35. shares all these characteristics Specifically the training empha sizes the building of the five emotional competencies included in Bisquerra and Perez s model 2007 and uses a range of experiential activities role play and group dynamics Fur thermore by first implementing the programme with teachers it seeks to change the school community in a way that also fosters the development of emotional competencies among pu pils One of the ways in which the institutional climate can be improved is that increased emotional competence among teachers reduces their burnout Brackett et al 2010 In the present study this is reflected in the lower levels of stress reported by teachers and the con comitant improvement in the institutional climate A final point of note is that the training offered to both teachers and pupils took the form of a long term intervention nine months in both cases Moreover the second intervention implemented with children is able to address their emotional development from primary years 1 to 6 and for periods of nine months each year thereby ensuring that any gains made are sustainable As with any piece of evaluation research the present study has certain limitations Firstly some of the measurement tools were specifically designed for this study Although most of them showed good reliability and were validated by expert judges the stress scale had a relatively low reliability which compromises the results obtained w
36. velopment Assessment and Application at Home School and in the Workplace pp 433 459 San Francisco Jossey Bass Clouder C Dahlin B Diekstra R Berrocal P F Heys B Lantieri L Paschen H et al 2008 Social and Emotional Education An International Analysis Santander Fundaci n Marcelino Bot n Retrieved July 7 2010 from http educacion fundacionmbotin org ficheros_descarga pdf EN preface pdf 1204 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts Collaborative for Academic Social and Emotional Learning CASEL 2003 Safe and sound An educational leader s guide to evidence based social and emotional learning SEL programs Chicago Author Csikszentmihalyi M 1990 Flow The Psychology of Optimal Experience New York Harper amp Row Crary E 1994 Crecer sin peleas C mo ense ar a los ni os a resolver conflictos con inteligencia emocional Barcelona Integral Di Fabio A amp Kenny M E 2011 Promoting emotional intelligence and career decision making among Italian high school students Journal of Career Assessment 19 21 34 Extremera Fern ndez Berrocal amp Dur n 2003 Inteligencia emocional y burnout en profesores Encuentros en Psicolog a Social 1 260 265 Extremera N amp Fern ndez Berrocal P 2004 El papel de la inteligencia emoc
37. velopment of Emotional Competence in Primary School Children The programme was administered by the teachers who received the training in Study 1 The contents of this train ing programme were essentially the same as those used in the training programme for teach ers Each teacher adapted the content and activities to the needs of each specific group of children The training was offered in the schools and during the normal timetable there being a one hour session once a week for twenty weeks Hypothesis of Study 2 We expected that compared to the control group children who participated in the emo tional education programme the experimental group would experience an improvement in their total emotional competency and in each one of the five sub competencies emotional 1194 Electronic Journal of Research in Educational Psychology 0 3 pp 1183 1208 ISSN 1696 2095 2012 no 28 Developing the emotional competence of teachers and pupils in school contexts awareness emotional regulation emotional autonomy social competence and life competen cies and well being Method of Study 2 Participants Participants were 423 pupils aged 6 12 years 51 3 of whom were boys All the chil dren attended state run schools in medium low SES neighbourhoods The experimental group EG included 223 pupils with the remaining 200 constituting the control group CG Pupils participation was dependent on the teachers voluntary applic
Download Pdf Manuals
Related Search