TY - JOUR
KW - Emotional intelligence
KW - emotional education
KW - Psychosocial Stress
KW - cognitive processes
KW - Educative Program´s Assesment
KW - Pedagogical Orientation
AU - M. Muñoz de Morales Ibáñez
AU - R. Bisquerra Alzina
AB - Nowadays 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)
IS - 2-3
M3 - Journal article
N2 - Nowadays 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)
PB - Sociedad Española para el Estudio de la Ansiedad y el Estrés
PY - 2006
SN - 2174-0437/1134-7937
SP - 401
EP - 412
T2 - Ansiedad y Estrés
TI - Assessment of an emotional education program to prevent psychosocial stress in a classroom context
VL - 12
ER -