Control of emotions through psychopedagogical strategies within the classroom

Abstract

The objective of this research is to analyze students' emotions and find the best ways to manage emotions that negatively affect their performance in the classroom using psycho-pedagogical techniques. Fifteen first year high school students from the Juan León Mera "La Salle" Educational Unit in Ambato were evaluated with Goleman's emotional intelligence test. A correlational and non-experimental study was conducted in the first quarter of 2024. The results show that a significant majority of students, both male and female, have difficulty paying adequate attention to their emotions, understanding their emotional states, and managing their emotions effectively. More than 55% of males and 66% of females need to pay more attention to their emotions. More than 55% of men and 66% of women need to pay more attention to their emotions. In terms of emotional clarity, 89% of males and 83% of females show significant deficits, while 66% of males and 50% of females require improvements in emotional repair skills. These findings suggest that psychoeducational intervention is required that focuses on developing fundamental emotional skills, improving emotional self-awareness, and teaching methods of emotional regulation such as mindful breathing and gratitude practice. Improving students' emotional management will help improve the learning environment and students' personal development, which will facilitate healthier and more cooperative interaction within the classroom.