MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
This research proposal addresses the importance of promoting and implementing strategies for emotional regulation in the classroom, specifically emotions such as anger and sadness, since the emotional component is an indispensable element for the integral development and general well-being of studen...
- Autores:
-
Farak Narváez, Yoryina
Jimenez Meneses, Laura Tatiana
- Tipo de recurso:
- Fecha de publicación:
- 2024
- Institución:
- Universidad Libre
- Repositorio:
- RIU - Repositorio Institucional UniLibre
- Idioma:
- OAI Identifier:
- oai:repository.unilibre.edu.co:10901/29964
- Acceso en línea:
- https://hdl.handle.net/10901/29964
- Palabra clave:
- Emotional regulation, emotional intelligence, self regulation strategies, anger, sadness.
- Rights
- License
- http://purl.org/coar/access_right/c_abf2
| Summary: | This research proposal addresses the importance of promoting and implementing strategies for emotional regulation in the classroom, specifically emotions such as anger and sadness, since the emotional component is an indispensable element for the integral development and general well-being of students. The study population is composed of fifth grade students between 10 and 12 years old. The sample, selected by convenience, consists of 10 students who carried out all the proposed activities and attended all the sessions. The theoretical constructs on which the study is based include emotions, defined as a continuous and permanent process that complements cognitive development (Elias, 2022), and emotional regulation, which implies the ability to adequately manage emotions (Bisquerra, 2003). The qualitative approach to research aims to understand students' experiences and perspectives through descriptive data collection. Action research is employed, which allows acquiring knowledge and promoting change simultaneously. Data collection instruments include field diaries, questionnaires, and student artifacts, providing evidence of the learning process. Data analysis was performed through “thematic analysis”, reviewing the information, generating codes from latent patterns, identifying categories and writing an academic report. The results indicate that self-regulation activities have a positive impact on students' behavior and learning, improving their participation and disposition, and reducing violent behaviors. |
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