01898nas a2200229   4500000000100000008004100001260007600042653002700118653002400145653002400169653002400193653003500217653002800252100003400280700002400314245010300338300001200441490000700453520118000460022001401640020001401654       2006                            d  c07/2006bSociedad Española para el Estudio de la Ansiedad y el Estrés10aEmotional intelligence10aemotional education10aPsychosocial Stress10acognitive processes10aEducative Program´s Assesment10aPedagogical Orientation1 aM. Muñoz de Morales Ibáñez1 aR. Bisquerra Alzina00aAssessment of an emotional education program to prevent psychosocial stress in a classroom context  a401-4120 v123 aNowadays there is little research about emotional education programs. This investigation consists of the emotional education program s design, development and assessment with the intention of preventing psychosocial stress in the classroom. Specifically, it is focused upon the P.E.C.E.R.A (Educactive Program of Emotional Awareness, Regulation and Coping) program. The design of the evaluation is based on Stufflebeam and Shinkfield s CIPP model. (1987). The assessment s goals are orientated to: the program s efficiency for student body s competencies, students-professorship interaction influence and the program s impact assessment from the teacher s perspective. In the data collecting and analyzing processes a methodological complementariness is used, a combination of an quasi-experimental pretest-postest design with a nonequivalent control group, with a qualitative methodology oriented to the professorship s interpretation of the intervention process. The sample is composed by 609 students and 18 lecturers of twelve educative centers of The Basque Country s public system. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)  a1134-7937  a2174-0437