The Development of Emotional Programmes in Education Settings during the Last Decade
Abstract
:1. Introduction
2. Conceptualisation and Core Models of Emotional Intelligence
3. Emotional Intelligence in Education Settings
4. Goal and Objectives
5. Methods
6. Results
An Evaluation of the Chosen EE Programmes
7. Discussion and Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Programme | Stage | Authors | Place | Variables (sig.) |
---|---|---|---|---|
Programa de Desarrollo Psicoafectivo y Educación Emocional (Pisotón) | 1 | Manrique-Palacio, K. P., Zinke, L., and Russo, A. R. (2018) | CO | Addressing conflict, expressing emotions, and overcoming resistance |
Programa de Educación Emocional de 3 a 6 años de Bisquerra | 1 | Román, N. S., Risoto, M. A., and Marín, A. H. (2018) | Murcia SP | Awareness, emotional regulation, self-esteem, socio-emotional skills, and life skills |
Programa EMO-ACCIÓN | 1 | Serrano, A. C. (2015) | Castilla y León SP | Empathetic skills, conflict resolution, emotional regulation, and emotional identification |
Proyecto educativo de Inteligencia Emocional en Infantil y Primaria | 1, 2 | Aguaded Gómez, M. C., and Pantoja Chaves, M. J. (2015) | Andalucía SP | Conflicts, regulation, expression of emotions, openness to dialogue, recognition of expressions, and identification of consequences of acts |
Programa de intervención de Mindfulness | 1 | Almansa, G., Budía, M., López, J. L., Márquez, M., Martínez, A. I., Palacios, B. and José, E. (2014) | Andalucía SP | Emotional regulation, attention, school coexistence, attentional profile, personal growth, self-concept, and well-being |
Programa de Educación Emocional a través de la Música (PEEM) | 1 | Arnau, J. P. (2019) | C. Valenciana SP | Physical self-concept, intellectual self-concept, anxiety, and academic performance |
Programa EDI: ¿quieres viajar por el planeta de las emociones? | 1 | Bertomeu, R. B. (2016) | C. Valenciana SP | Violent behaviour, social and school adaptation, academic performance, and impulsive behaviour |
Programa de reconocimiento de emociones | 1 | Celdrán Baños, J., and Ferrándiz García, C. (2012) | Murcia SP | Emotional perception and emotion recognition |
Programa de Educación Emocional Happy 8–12 | 1 | Cuenca, E. C., Escoda, N. P., Morente, A. R., and Guiu, G. F. (2019) | Cataluña SP | Regulation, anxiety, and academic performance |
Programa de danza libre-creativa en Educación Física | 1 | Domínguez, C. L., and Castillo, E. (2017) | Andalucía SP | Self-knowledge, physical self-perception, body esteem, and emotional stability |
Programa de Educación Emocional en el desarrollo de las competencias emocionales Grop | 1 | Filella-Guiu, G., Pérez-Escoda, N., Agulló-Morera, M. J., and Oriol-Granado, X. (2014) | México MX | Emotional intelligence, adaptability, and positive impression |
Programa de Educación Emocional en Educación Primaria | 1 | Filella-Guiu, G., Pérez-Escoda, N., Agulló-Morera, M. J., and Oriol-Granado, X. (2014) | Cataluña SP | Emotional awareness, emotional regulation, emotional autonomy, social competence, life skills and well-being, interpersonal and intrapersonal components, adaptability, and positive impression |
Intervención breve basada en Mindfulness | 1 | García Rubio, C., Luna Jarillo, T., Castillo Gualda, R., and Rodríguez Carvajal, R. (2016) | Madrid SP | Behaviour problems and academic performance |
Programa para la enseñanza del balonmano con la estructura del modelo de Educación Deportiva | 1 | García-López, L. M., del Campo, D. G. D., González-Víllora, S., and Valenzuela, A. V. (2012) | Castilla-La Mancha SP | Violent behaviour, assertiveness, social skills, teamwork, and dynamic attitudes |
Adaptaciones del Programa DIE (Desarrollando la Inteligencia Emocional) y del Programa Decide Tú | 1 | Hermosell, J. D. D. G., and Romero, I. M. M. (2011) | Extremadura SP Portugal PT | Knowledge and identification of good and not-so-good emotions, conflict avoidance and identification, and acceptance of one’s own and others’ characteristics |
Programa de Mindfulness e Inteligencia Emocional (PINEP) | 1 | Luna-Pedrosa, J. F. (2017) | Andalucía SP | Academic performance, attention, processing speed, and mindfulness |
Programa de Educación Emocional para Primaria | 1 | Merchán, I. M., Bermejo, M. L., and de Dios González, J. (2014) | Andalucía SP | Emotional intelligence, social relationships, self-awareness, self-control, emotional use, and empathy |
Programa para el Bienestar y Aprendizaje Socio Emocional (BASE) | 1 | Milicic, N., Alcalay, L., Berger, C., and Álamos, P. (2013) | Chile CL | Self-perception of emotional skills, social skills, perception of the school climate, social integration, self-esteem, and perception of relationships with parents and teachers |
Programa “VERA” de Educación Emocional | 1 | Moreno, S. C. B. (2017) | Madrid SP | Emotional regulation, recognising own emotions, leadership, cooperation, social adjustment, and pro-image |
Programa “Educación Responsable” de la Fundación Botín | 1 | Palomera, R., Melero, M.A. and Briones, E (2018) | Cantabria SP | Social skills, emotional regulation, self-awareness, self-perception, creativity, prosocial behaviour, stress, mood, withdrawal, and intrapersonal and interpersonal competence |
Devagar se vai ao longe (Lento pero seguro) | 1 | Raimundo, R., Marques-Pinto, A., and Lima, M. L. (2013) | Portugal PT | Emotional awareness, anxiety, peer relationships, self-control, and aggression |
Programa RULER | 1 | Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., and Salovey, P. (2012) | United States US | Social skills, coexistence, and work habits |
Inteligencia emocional en las clases de educación física | 1 | Ruiz, G., Lorenzo, L., and García, Á. (2013) | Madrid SP | Stress, sadness, emotional regulation, and worry |
Programa de educación de las emociones: La Con-vivencia | 1 | Tur-Porcar, A., Mestre, V., Samper, P., Malonda, E., and Llorca, A. (2014) | C. Valenciana SP | Social skills, violent behaviour, regulation, coping, empathy, emotional stability, and prosocial behaviour |
Proyecto VyVE (Vida y Valores en Educación) | 1, 2 | Zabal, M. Á. M., and Martín, R. P. (2011) | Cantabria SP | Clarity, positive parent relationships, reparation, social skills, prosocial behaviour, assertiveness, self-esteem, personal adjustment, and negative attitude toward school |
Programa Educativo de Inteligencia Emocional (PEDIE) | 2 | Bailón, O. A. F., Peñaloza, J. L., Contreras, G. N., and Sierra, M. D. L. D. V. (2013) | México MX | Emotional perception and emotional facilitation skills |
Programa AEdEm para Educación Secundaria | 2 | Calleja, L. S., Gómez, G. R., and Jiménez, E. G. (2018) | Andalucía SP | Awareness, emotional autonomy, life skills, and well-being |
Programa INTEMO | 2 | Castillo, R., Salguero, J. M., Fernández-Berrocal, P., and Balluerka, N. (2013) | Andalucía SP | Violent behaviour, emotional regulation, and hostility |
Programa de Intervención Psicopedagógica en Educación Emocional (PIPEE) | 2 | Cifuentes Sánchez, M. (2017) | Castilla-La Mancha SP | Total emotional intelligence, perception, understanding, regulation, and academic performance |
Programa de Educación Emocional Happy 12–16 | 2 | Cuenca, E. C., Escoda, N. P., Morente, A. R., and Guiu, G. F. (2019) | Cataluña SP | Emotional awareness, emotional autonomy, and academic performance |
Programa de Inteligencia Emocional Intensivo (PIEI) en la inteligencia emocional y la conducta prosocial (CP) | 2 | García, G. A. R. (2018) | Madrid SP | Clarity, attention, repair, social skills, and prosocial behaviour |
Programa de Inteligencia Emocional para adolescentes. INTEMO-UR | 2 | Marin, V. S., Guisado, R. C., Albéniz, A. P., and Fonseca-Pedrero, E. (2019) | La Rioja SP | Self-esteem, empathy, and self-perception of emotional abilities |
Programa de Intervención en Inteligencia Emocional Plena (PINEP) | 2 | Ponce, N., and Aguaded, E. (2016) | Andalucía SP | Self-perception of emotional skills, emotional clarity, and emotional understanding |
Programa “Dulcinea” de Educación Emocional | 2 | Cejudo, J. (2015) | Castilla-La Mancha SP | Violent behaviour, school performance, fluid and crystallised intelligence, emotional regulation, and hyperactivity |
Programa Mínimo de Incremento Prosocial (PMIP) | 2 | Romersi, S., Fernández, J. R. M., and Roche, R. (2011) | Cataluña SP | Social skills and coexistence |
Programa INTEMO | 2 | Ruiz-Aranda, D., Salguero, J. M., Cabello, R., Palomera, R., and Berrocal, P. F. (2012) | Andalucía SP | Emotional perception, regulation, emotional expression, depression, stress, and somatisation |
Programa de inteligencia emocional en factores socioemocionales y síntomas psicosomáticos | 2 | Sarrionandia, A., and Garaigordobil, M. (2017) | País Vasco SP | Intrapersonal and interpersonal intelligence, mood, somatisation, happiness, emotional instability, and agreeableness |
Programa de Educación Emocional para Adolescentes (PREDEMA) | 2 | Zegarra, S. P., Schoeps, K., Castilla, I. M., and Carbonell, A. E. (2019) | C. Valenciana SP | Emotional awareness, emotional regulation, emotional autonomy, and social competence |
Programa de entrenamiento en conciencia plena (Mindfulness) | 3 | Justo, C. F., de la Fuente Arias, M., and Granados, M. S. (2011) | Andalucía SP | Self-concept, self-esteem, coping, and operability in the task |
Programa de competencias emocionales | 3 | Martínez-Vilchis, R., Reynoso, T. M., and Rivera, J. P. (2017) | México MX | Victimisation, justification of cyberbullying, and perpetration |
Programa de Inteligencia Emocional Plena (INEP) | 4 | Enríquez-Anchondo, H. A. (2011) | México MX | Emotional regulation, conscientiousness, empathy, emotional repair, extroversion, mindful planning, and putting into perspective |
Programa Emociona’t | 4 | Fonseca-Pedrero, E., Pérez-Albéniz, A., Ortuño-Sierra, J., and Lucas-Molina, B. (2017) | La Rioja SP | Emotional awareness, emotional clarity, emotional repair, emotional understanding, and emotional management |
Programa de Mindfulness e Inteligencia Emocional (PINEP) | 2 | Luna-Pedrosa, J. F. (2017) | Andalucía SP | Academic performance, attention, processing speed, and mindfulness |
Programa de Educación Emocional para Primaria | 2 | Merchán, I. M., Bermejo, M. L., and de Dios González, J. (2014) | Andalucía SP | Emotional intelligence, social relationships, self-awareness, self-control, emotional use, and empathy |
Programa para el Bienestar y Aprendizaje Socio Emocional (BASE) | 2 | Milicic, N., Alcalay, L., Berger, C., and Álamos, P. (2013) | Chile CL | Self-perception of emotional skills, social skills, perception of the school climate, social integration, self-esteem, and perception of relationships with parents and teachers |
Programa “VERA” de Educación Emocional | 2 | Moreno, S. C. B. (2017) | Madrid SP | Emotional regulation, recognising own emotions, leadership, cooperation, social adjustment, and pro-image |
Programa “Educación Responsable” de la Fundación Botín | 2 | Palomera, R., Melero, M.A., and Briones, E (2018) | Cantabria SP | Social skills, emotional regulation, self-awareness, self-perception, creativity, prosocial behaviour, stress, mood, withdrawal, and intrapersonal and interpersonal competence. |
Devagar se vai ao longe (Lento pero seguro) | 2 | Raimundo, R., Marques-Pinto, A., and Lima, M. L. (2013) | Portugal PT | Emotional awareness, anxiety, peer relationships, self-control, and aggression |
Programa RULER | 2 | Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., and Salovey, P. (2012) | United States U.S. | Social skills, coexistence, and work habits |
Inteligencia emocional en las clases de educación física | 2 | Ruiz, G., Lorenzo, L., and García, Á. (2013) | Madrid SP | Stress, sadness, emotional regulation, and worry |
Programa de educación de las emociones: La Con-vivencia | 2 | Tur-Porcar, A., Mestre, V., Samper, P., Malonda, E., and Llorca, A. (2014) | C. Valenciana SP | Social skills, violent behaviour, regulation, coping, empathy, emotional stability, and prosocial behaviour |
Proyecto VyVE (Vida y Valores en Educación) | 2, 3 | Zabal, M. Á. M., and Martín, R. P. (2011) | Cantabria SP | Clarity, positive parent relationships, repair, social skills, prosocial behaviour, assertiveness, self-esteem, personal adjustment, and negative attitude towards school |
Programa Educativo de Inteligencia Emocional (PEDIE) | 3 | Bailón, O. A. F., Peñaloza, J. L., Contreras, G. N., and Sierra, M. D. L. D. V. (2013) | México MX | Emotional perception and emotional facilitation skills |
Programa AEdEm para Educación Secundaria | 3 | Calleja, L. S., Gómez, G. R., and Jiménez, E. G. (2018) | Andalucía SP | Awareness, emotional autonomy, life skills, and well-being |
Programa INTEMO | 3 | Castillo, R., Salguero, J. M., Fernández-Berrocal, P., and Balluerka, N. (2013) | Andalucía SP | Violent behaviour, emotional regulation, and hostility |
Programa de Intervención Psicopedagógica en Educación Emocional (PIPEE) | 3 | Cifuentes Sánchez, M. (2017) | Castilla-La Mancha SP | Total emotional intelligence, perception, understanding, regulation, and academic performance |
Programa de Educación Emocional Happy 12–16 | 3 | Cuenca, E. C., Escoda, N. P., Morente, A. R., and Guiu, G. F. (2019) | Cataluña SP | Emotional awareness, emotional autonomy, and academic performance |
Programa de Inteligencia Emocional Intensivo (PIEI) en la inteligencia emocional y la conducta prosocial (CP) | 3 | García, G. A. R. (2018) | Madrid SP | Clarity, attention, repair, social skills, and prosocial behaviour |
Programa de Inteligencia Emocional para adolescentes. INTEMO-UR | 3 | Marin, V. S., Guisado, R. C., Albéniz, A. P., and Fonseca-Pedrero, E. (2019) | La Rioja SP | Self-esteem, empathy, and self-perception of emotional abilities |
Programa de Intervención en Inteligencia Emocional Plena (PINEP) | 3 | Ponce, N. and Aguaded, E. (2016) | Andalucía SP | Self-perception of emotional skills, emotional clarity, and emotional understanding |
Programa “Dulcinea” de Educación Emocional | 3 | Cejudo, J. (2015) | Castilla-La Mancha SP | Violent behaviour, school performance, fluid and crystallised intelligence, emotional regulation, and hyperactivity |
Programa Mínimo de Incremento Prosocial (PMIP) | 3 | Romersi, S., Fernández, J. R. M., and Roche, R. (2011) | Cataluña SP | Social skills and coexistence |
Programa INTEMO | 3 | Ruiz-Aranda, D., Salguero, J. M., Cabello, R., Palomera, R., and Berrocal, P. F. (2012) | Andalucía SP | Emotional perception, regulation, emotional expression, depression, stress, and somatisation |
Programa de inteligencia emocional en factores socioemocionales y síntomas psicosomáticos | 3 | Sarrionandia, A. and Garaigordobil, M. (2017) | País Vasco SP | Intrapersonal and interpersonal intelligence, mood, somatisation, happiness, emotional instability, and agreeableness |
Programa de Educación Emocional para Adolescentes (PREDEMA) | 3 | Zegarra, S. P., Schoeps, K., Castilla, I. M., and Carbonell, A. E. (2019) | C. Valenciana SP | Emotional awareness, emotional regulation, emotional autonomy, and social competence |
Programa de entrenamiento en conciencia plena (Mindfulness) | 4 | Justo, C. F., de la Fuente Arias, M., and Granados, M. S. (2011) | Andalucía SP | Self-concept, self-esteem, coping, and operability in the task |
Programa de competencias emocionales | 4 | Martínez-Vilchis, R., Reynoso, T. M., and Rivera, J. P. (2017) | México MX | Victimisation, justification of cyberbullying, and perpetration |
Programa de Inteligencia Emocional Plena (INEP) | 5 | Enríquez-Anchondo, H. A. (2011) | México MX | Emotional regulation, conscientiousness, empathy, emotional repair, extroversion, mindful planning, and putting into perspective |
Programa Emociona’t | 5 | Fonseca-Pedrero, E., Pérez-Albéniz, A., Ortuño-Sierra, J., and Lucas-Molina, B. (2017) | La Rioja SP | Emotional awareness, emotional clarity, emotional repair, emotional understanding, and emotional management |
Programa de Mindfulness e Inteligencia Emocional (PINEP) | 2 | Luna-Pedrosa, J. F. (2017) | Andalucía SP | Academic performance, attention, processing speed, and mindfulness |
Programa de Educación Emocional para Primaria | 2 | Merchán, I. M., Bermejo, M. L., and de Dios González, J. (2014) | Andalucía SP | Emotional intelligence, social relationships, self-awareness, self-control, emotional use, and empathy |
Programa para el Bienestar y Aprendizaje Socio Emocional (BASE) | 2 | Milicic, N., Alcalay, L., Berger, C., and Álamos, P. (2013) | Chile CL | Self-perception of emotional skills, social skills, perception of the school climate, social integration, self-esteem, and perception of relationships with parents and teachers |
Programa “VERA” de Educación Emocional | 2 | Moreno, S. C. B. (2017) | Madrid SP | Emotional regulation, recognising own emotions, leadership, cooperation, social adjustment, and pro-image |
Programa “Educación Responsable” de la Fundación Botín | 2 | Palomera, R., Melero, M.A., and Briones, E (2018) | Cantabria SP | Social skills, emotional regulation, self-awareness, self-perception, creativity, prosocial behaviour, stress, mood, withdrawal, and intrapersonal and interpersonal competence |
Devagar se vai ao longe (Lento pero seguro) | 2 | Raimundo, R., Marques-Pinto, A., and Lima, M. L. (2013) | Portugal PT | Emotional awareness, anxiety, peer relationships, self-control, and aggression |
Programa RULER | 2 | Reyes, M. R., Brackett, M. A., Rivers, S. E., Elbertson, N. A., and Salovey, P. (2012) | United States US | Social skills, coexistence, and work habits |
Inteligencia emocional en las clases de educación física | 2 | Ruiz, G., Lorenzo, L., and García, Á. (2013) | Madrid SP | Stress, sadness, emotional regulation, and worry |
Programa de educación de las emociones: La Con-vivencia | 2 | Tur-Porcar, A., Mestre, V., Samper, P., Malonda, E., and Llorca, A. (2014) | C. Valenciana SP | Social skills, violent behaviour, regulation, coping, empathy, emotional stability, and prosocial behaviour |
Proyecto VyVE (Vida y Valores en Educación) | 2, 3 | Zabal, M. Á. M. and Martín, R. P. (2011) | Cantabria SP | Clarity, positive parent relationships, repair, social skills, prosocial behaviour, assertiveness, self-esteem, personal adjustment, and negative attitude towards school |
Programa Educativo de Inteligencia Emocional (PEDIE) | 3 | Bailón, O. A. F., Peñaloza, J. L., Contreras, G. N., and Sierra, M. D. L. D. V. (2013) | México MX | Emotional perception and emotional facilitation skills |
Programa AEdEm para Educación Secundaria | 3 | Calleja, L. S., Gómez, G. R., and Jiménez, E. G. (2018) | Andalucía SP | Awareness, emotional autonomy, life skills, and well-being |
Programa INTEMO | 3 | Castillo, R., Salguero, J. M., Fernández-Berrocal, P., and Balluerka, N. (2013) | Andalucía SP | Violent behaviour, emotional regulation, and hostility |
Programa de Intervención Psicopedagógica en Educación Emocional (PIPEE) | 3 | Cifuentes Sánchez, M. (2017) | Castilla-La Mancha SP | Total emotional intelligence, perception, understanding, regulation, and academic performance |
Programa de Educación Emocional Happy 12–16 | 3 | Cuenca, E. C., Escoda, N. P., Morente, A. R., and Guiu, G. F. (2019) | Cataluña SP | Emotional awareness, emotional autonomy, and academic performance |
Programa de Inteligencia Emocional Intensivo (PIEI) en la inteligencia emocional y la conducta prosocial (CP) | 3 | García, G. A. R. (2018) | Madrid SP | Clarity, attention, repair, social skills, and prosocial behaviour |
Programa de Inteligencia Emocional para adolescentes. INTEMO-UR | 3 | Marín, V. S., Guisado, R. C., Albéniz, A. P., and Fonseca-Pedrero, E. (2019) | La Rioja SP | Self-esteem, empathy, and self-perception of emotional abilities |
Programa de Intervención en Inteligencia Emocional Plena (PINEP) | 3 | Ponce, N. and Aguaded, E. (2016) | Andalucía SP | Self-perception of emotional skills, emotional clarity, and emotional understanding |
Authors | Competencies | Skills |
---|---|---|
Gardner (1983) | Intrapersonal emotional intelligence | Understanding self-emotions; naming emotions; guiding self-behaviour. |
Interpersonal emotional intelligence | Understanding others; considering differences in moods, temperaments, motivations, and abilities; communicating; taking on various roles within groups. | |
Mayer and Salovey (1997) | Perception Emotional expression Assimilation and emotional analysis Regulación reflexiva de las emociones | |
Goleman (1998) | Self-awareness | Emotional awareness; self-esteem; self-confidence. |
Self-regulation | Self-control; ability and integrity; innovation and adaptability. | |
Motivation | Achieving motivation; commitment; initiative and optimism. | |
Empathy | Understanding others; development of others; serviceability orientation; diversity learning; political awareness. | |
Social skills | Influence; communication; conflict management; leadership; catalysts of change; establish links; collaboration and cooperation; team capabilities. | |
CASEL Program (2003) | Self-awareness | Identification of emotions; recognition of strengths. |
Self-management | Emotional management; goal setting. | |
Social conscience | Understanding others; differences as a source of enrichment. | |
Relationship skills | Communication; relationship building; negotiation; ability to say no. | |
Responsible decision making | Situation analysis; assumption of responsibilities; respect for others; problem resolution. | |
Bar-On (2006) | Intrapersonal | To be accurately perceived, understood, and accepted; emotional self-awareness; assertiveness; emotional independence; self-realisation. |
Stress management | Stress tolerance; impulse control. | |
Interpersonal | Empathy; social responsibility; inter-relationships. | |
Adaptability | Adjustment to reality; flexibility; problem resolution. | |
Frame of mind | Optimism; happiness. | |
Bisquerra (2010) | Emotional awareness | To be aware of self-emotions; identify and name emotions; understanding the emotions of others; become aware of the interaction between emotions, cognition, and behaviour. |
Emotional regulation | Appropriate emotional expression; regulation of emotions and feelings. Coping skills; competence to self-generate positive emotions. | |
Emotional autonomy | Self-esteem; self-motivation; emotional self-efficacy; responsibility; positive attitude; critical analysis of social norms; resilience. | |
Social competence | Mastery of basic social skills; respect for others; practice receptive communication; practice expressive communication; share emotions; prosocial behaviour and cooperation; assertiveness, prevention, and conflict resolution; ability to manage emotional situations. | |
Life skills and wellness | Set adaptive goals; decision making; find help and resources; active and participatory, critical, responsible, and committed citizenship; emotional well-being; flow. |
No. of Programmes | Percentages | |
---|---|---|
Stage | ||
Infant | 3 | 7.3 |
Primary | 19 | 46.3 |
Secondary | 13 | 31.7 |
Baccalaureate | 2 | 4.8 |
University | 2 | 4.8 |
Other | 2 | 4.8 |
Nationality | ||
National (ES) | 32 | 78 |
International (CL, CO, MX, PT, U.S.) | ||
National–International (ES-PT) | ||
Teacher training | ||
Yes | 9 | 21.9 |
No | 20 | 48.7 |
Unspecified | 12 | 29.2 |
Intervention formats | ||
Centre’s teaching staff | 11 | 26.8 |
External teaching staff | 14 | 34.1 |
External teaching/intervention | 4 | 9.7 |
Unspecified | 12 | 29.2 |
Family engagement | ||
Participate in the programme | 7 | 17 |
Do not participate in the programme; unspecified; only aware of the intervention | 34 | 83 |
Programme duration | ||
Avg. no. of lessons = 17.2 | ||
Avg. no. of months = 5.5 |
No. of Programmes | Percentages | |
---|---|---|
Research design | ||
Quasi-experimental (pre-/post-test). Experimental and control groups? YES | 34 | 83 |
Quasi-experimental (pre-/post-test). Experimental and control groups? NO | 7 | 17 |
Follow-up of the assigned programme and/or longitudinal study | ||
Yes | 7 | 17 |
No | 34 | 83 |
Sample size (Avg. 331 *) | ||
<100 | 16 | 39 |
100 to 200 | 7 | 17 |
201 to 300 | 5 | 12.1 |
>300 | 13 | 31.7 |
Families in the evaluation | ||
Participate in the evaluation | 8 | 19.5 |
Unspecified; do not participate; participate in their consent; or just the socioeconomic family aspects are considered | 33 | 80.5 |
No. of Evaluation Instruments | Percentages | |
---|---|---|
Year | ||
Before 1980 | 34 | 83 |
1981 to 1989 | 16 | 39 |
1990 to 1999 | 7 | 17 |
2000 to 2009 | 5 | 12.1 |
2010 to 2020 | 33 | 80.5 |
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Muñoz-Oliver, B.; Gil-Madrona, P.; Gómez-Ramos, J.L. The Development of Emotional Programmes in Education Settings during the Last Decade. Children 2022, 9, 456. https://doi.org/10.3390/children9040456
Muñoz-Oliver B, Gil-Madrona P, Gómez-Ramos JL. The Development of Emotional Programmes in Education Settings during the Last Decade. Children. 2022; 9(4):456. https://doi.org/10.3390/children9040456
Chicago/Turabian StyleMuñoz-Oliver, Beatriz, Pedro Gil-Madrona, and José Luis Gómez-Ramos. 2022. "The Development of Emotional Programmes in Education Settings during the Last Decade" Children 9, no. 4: 456. https://doi.org/10.3390/children9040456