The emotional education programs happy 8-12 and happy 12-16. Evaluation of their impact in emotions and well-being
DOI:
https://doi.org/10.5944/reop.vol.30.num.2.2019.25338Keywords:
emotional competences, children, adolescents, program, videogameAbstract
ABSTRACT
During the last years it has been confirmed that emotional and well-being variables are of the uppermost importance for a proper academic and personal development of the students. Thus, there has been an important growth of interventions and programs that train this variables. The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the Happy 8-12 and the Happy 12-16 programs during an academic course. For the development of the study a total of 574 primary education students and 903 of secondary education participated in the study. The investigation followed a pre-post quasi-experimental design with a control group. The instruments that were used for the assessment included: CDE, CDE-SEC, STAIC, STAI and the average of the academic marks. Regarding the results, an analysis of covariance (ANOVA) with an intersubject factor and intrasubject factor was carried out for each one of the samples. An improvement in emotional scales and anxiety was found for the two samples, especially in the primary school sample. There was also an important improvement in the academic achievement. All in all results of the present study showed that the training of the emotional competences in primary education improves the emotional competences, reduces anxiety and enhances academic achievement. These results are not that prominent in secondary education, but they show a similar pattern.
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