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...

Full description

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
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dc.title.spa.fl_str_mv MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
title MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
spellingShingle MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
Emotional regulation, emotional intelligence, self regulation strategies, anger, sadness.
title_short MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
title_full MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
title_fullStr MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
title_full_unstemmed MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
title_sort MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS
dc.creator.fl_str_mv Farak Narváez, Yoryina
Jimenez Meneses, Laura Tatiana
dc.contributor.advisor.none.fl_str_mv Onatra, Clara
dc.contributor.author.none.fl_str_mv Farak Narváez, Yoryina
Jimenez Meneses, Laura Tatiana
dc.subject.spa.fl_str_mv Emotional regulation, emotional intelligence, self regulation strategies, anger, sadness.
topic Emotional regulation, emotional intelligence, self regulation strategies, anger, sadness.
description 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.
publishDate 2024
dc.date.accessioned.none.fl_str_mv 2024-08-30T15:48:38Z
dc.date.available.none.fl_str_mv 2024-08-30T15:48:38Z
dc.date.created.none.fl_str_mv 2024-06-14
dc.type.coar.fl_str_mv http://purl.org/coar/resource_type/c_7a1f
dc.type.local.spa.fl_str_mv Tesis de Pregrado
dc.type.driver.spa.fl_str_mv info:eu-repo/semantics/bachelorThesis
dc.identifier.uri.none.fl_str_mv https://hdl.handle.net/10901/29964
url https://hdl.handle.net/10901/29964
dc.relation.references.spa.fl_str_mv Rafael Bisquerra
dc.rights.coar.fl_str_mv http://purl.org/coar/access_right/c_abf2
rights_invalid_str_mv http://purl.org/coar/access_right/c_abf2
dc.format.spa.fl_str_mv PDF
dc.coverage.spatial.spa.fl_str_mv Bogotá
institution Universidad Libre
bitstream.url.fl_str_mv http://repository.unilibre.edu.co/bitstream/10901/29964/3/license.txt
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spelling Onatra, ClaraFarak Narváez, YoryinaJimenez Meneses, Laura TatianaBogotá2024-08-30T15:48:38Z2024-08-30T15:48:38Z2024-06-14https://hdl.handle.net/10901/29964This 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.PDFEmotional regulation, emotional intelligence, self regulation strategies, anger, sadness.MANAGEMENT OF EMOTIONS: ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERSTesis de Pregradoinfo:eu-repo/semantics/bachelorThesishttp://purl.org/coar/resource_type/c_7a1fRafael Bisquerrahttp://purl.org/coar/access_right/c_abf2LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repository.unilibre.edu.co/bitstream/10901/29964/3/license.txt8a4605be74aa9ea9d79846c1fba20a33MD53ORIGINALMANAGEMENT OF EMOTIONS ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS .pdfMANAGEMENT OF EMOTIONS ANGER AND SADNESS THROUGH SELF-REGULATION STRATEGIES IN AN EFL CLASS TO FIFTH GRADERS .pdfapplication/pdf11740922http://repository.unilibre.edu.co/bitstream/10901/29964/1/MANAGEMENT%20OF%20EMOTIONS%20ANGER%20AND%20SADNESS%20THROUGH%20SELF-REGULATION%20STRATEGIES%20IN%20AN%20EFL%20CLASS%20TO%20FIFTH%20GRADERS%20%20%20.pdf1f30bc29bd2bbb26900ba6ad1dd34c55MD51Autorización para la publicación digital de obras en el repositorio institucional de la universidad libre (2).docxAutorización para la publicación digital de obras en el repositorio institucional de la universidad libre (2).docxAutorización para la publicación digital de obras en el repositorio institucional de la universidad libreapplication/vnd.openxmlformats-officedocument.wordprocessingml.document317667http://repository.unilibre.edu.co/bitstream/10901/29964/2/Autorizaci%c3%b3n%20para%20la%20publicaci%c3%b3n%20digital%20de%20obras%20en%20el%20repositorio%20institucional%20de%20la%20universidad%20libre%20%282%29.docxfb7334bdc9e622be7db5a5df672e94c3MD5210901/29964oai:repository.unilibre.edu.co:10901/299642024-08-30 10:48:38.679Repositorio Institucional Unilibrerepositorio@unilibrebog.edu.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