Modelo Estudiantes del siglo XXI 8º-11º
Emoción
Las emociones son estados psicológicos complejos que surgen de las experiencias de una persona. Afectan nuestras mentes y cuerpos y, por lo tanto, pueden apoyar o dificultar el aprendizaje. Los estudiantes de diferentes orígenes y culturas, así como los estudiantes con trastornos de aprendizaje o TDAH, pueden tener formas de expresar sus emociones, percibir las emociones en otros y reaccionar a las emociones que difieren de lo que esperaríamos ver en los estudiantes.
Ideas Principales
Varios aspectos de la emoción pueden afectar el bienestar y el éxito académico de los estudiantes:
- Conocimiento emocional es comprender qué son las emociones y reconocerlas adecuadamente en las expresiones faciales y el habla de otros. Esto generalmente comienza a desarrollarse en la primera infancia, pero no alcanza los niveles de adulto para la mayoría de las emociones hasta la adolescencia. Además, a medida que los estudiantes crecen, desarrollan la capacidad de entender conceptos emocionales más complejos, como las emociones mixtas.
- Regulación emocional es la capacidad de controlar la excitación emocional para aprender funcionamiento adaptativo (la capacidad de completar tareas diarias, enfrentarse a cambios en el entorno y funcionar con éxito en un entorno determinado). Esto apoya la salud mental y es un aspecto importante de la competencia social. Durante la adolescencia, los individuos pueden enfrentar desafíos mayores que requieren regulación emocional debido a presiones sociales, hormonales o académicas, siendo así un momento crucial para el desarrollo de la regulación emocional.
- Salud mental es la combinación de bienestar emocional y psicológico y ajuste. Las emociones son dinámicas y siempre fluctuarán con el tiempo, por lo que es normal experimentar tanto emociones positivas (por ejemplo, entusiasmo, alegría) como negativas (por ejemplo, ira, tristeza). Sin embargo, los estudiantes que tienden a experimentar más emociones positivas que negativas en general, y que son capaces de manejar y minimizar el estrés con éxito, probablemente tendrán un mejor bienestar psicológico general. Algunas investigaciones sugieren que en la adolescencia, el aumento del tiempo frente a la pantalla, incluido el uso pasivo (en lugar del uso socialmente comprometido o de construcción comunitaria) de las redes sociales, puede aumentar el riesgo de desafíos de salud mental. Sin embargo, las actividades extracurriculares como deportes, artes y programas comunitarios pueden reducir el riesgo de estos desafíos.
En cierta medida, un poco de ansiedad o emoción negativa por el trabajo desafiante puede contribuir a la persistencia de los adolescentes durante tareas difíciles. Por otro lado, experimentar ansiedad frecuente (ya sea en general o sobre un tema específico) puede interferir con el aprendizaje cuando se internaliza. Es importante reconocer el valor de enfrentar tareas difíciles y recordar a los estudiantes que los errores son parte del proceso, mientras se monitorean las emociones de los estudiantes para asegurar que tengan el apoyo necesario para sentirse empoderados en el camino.
Es importante tener en cuenta que los educadores pueden malinterpretar los estados emocionales de los estudiantes debido a sesgos como la mayor probabilidad de percibir a los estudiantes negros como enojados u hostiles, lo que puede contribuir a resultados disciplinarios discriminatorios e inequitativos. Como resultado de diferentes normas sociales y experiencias en torno a la emoción, los estudiantes pueden beneficiarse de enfoques lingüísticamente y culturalmente receptivos para abordar las emociones.
Los estudiantes con TDAH también están en riesgo de que sus estados emocionales sean malinterpretados, lo que resulta en una menor cercanía emocional y más conflictos con los educadores que sus compañeros que no tienen TDAH. Los estudiantes que tienen discapacidades de aprendizaje o TDAH también pueden tener dificultades con el bienestar emocional debido a la frustración o ansiedad relacionada con el trabajo escolar, la exclusión de sus compañeros, el miedo al fracaso y/o los sentimientos de estigmatización, por nombrar algunos. El desarrollo profesional de alta calidad en la comprensión y el apoyo a los estudiantes con TDAH es un factor importante en la capacidad del educador para apoyar la co-regulación del estudiante y autorregular sus propias emociones.
Además, Experiencias Adversas y/o la falta de Seguridad en el hogar o en la comunidad pueden llevar a dificultades con la regulación de las emociones y un mayor riesgo de desafíos de salud mental. Es importante apoyar el bienestar emocional de los estudiantes desde el principio escuchando y atendiendo sus necesidades, y aprovechando sus fortalezas. Los fuertes Apoyos Sociales pueden ayudar a proteger a los estudiantes de experiencias negativas como el acoso, la exclusión de compañeros o la discriminación, y los maestros pueden desempeñar un papel fundamental en la provisión de estos apoyos.
Aprende Más
En esta sección encontrarás microcredenciales ofrecidas por nuestro aliado Digital Promise. Ten en cuenta que están disponibles en inglés y fuera de nuestro sitio web.
Emotional Regulation: una microcredencial para apoyar la regulación emocional de los estudiantes
Referencias
Aronson, J., & Good, C. (2003). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan (Eds.), Adolescence and education: Vol. 2. Academic motivation of adolescents (pp. 299–330). Greenwich, CT: Information Age.
Aspan, N., Bozsik, C., Gadoros, J., Nagy, P., Inantsy-Pap, J., Vida, P., & Halasz, J. (2014). Emotion recognition pattern in adolescent boys with attention-deficit/hyperactivity disorder. BioMed Research International, 2014.
Baas, M., De Dreu, C. K., & Nijstad, B. A. (2008). A meta-analysis of 25 years of mood-creativity research: Hedonic tone, activation, or regulatory focus?. Psychological Bulletin, 134(6), 779.
Barry, C. T., Sidoti, C. L., Briggs, S. M., Reiter, S. R., & Lindsey, R. A. (2017). Adolescent social media use and mental health from adolescent and parent perspectives. Journal of adolescence, 61, 1-11.
Beilock, S. L., Rydell, R. J., & McConnell, A. R. (2007). Stereotype threat and working memory: Mechanisms, alleviation, and spillover. Journal of Experimental Psychology: General, 136(2), 256-276.
Brunelle, K., Abdulle, S., & Gorey, K. M. (2020). Anxiety and depression among socioeconomically vulnerable students with learning disabilities: Exploratory meta-analysis. Child and Adolescent Social Work Journal, 37(4), 359-367.
Burke, P., & Elliott, M. (1999). Depression in pediatric chronic illness: A diathesis-stress model. Psychosomatics, 40(1), 5-17.
Camacho-Morles, J., Slemp, G. R., Oades, L. G., Morrish, L., & Scoular, C. (2019). The role of achievement emotions in the collaborative problem-solving performance of adolescents. Learning and Individual Differences, 70, 169-181.
Ciarrochi, J., Heaven, P. C., & Supavadeeprasit, S. (2008). The link between emotion identification skills and socio-emotional functioning in early adolescence: A 1-year longitudinal study. Journal of Adolescence, 31(5), 565-582.
Criss, M. M., Smith, A. M., Morris, A. S., Liu, C., & Hubbard, R. L. (2017). Parents and peers as protective factors among adolescents exposed to neighborhood risk. Journal of Applied Developmental Psychology, 53, 127-138.
De Looze, M. E., Cosma, A. P., Vollebergh, W. A., Duinhof, E. L., De Roos, S. A., van Dorsselaer, S. A. F. M., … & Stevens, G. W. J. M. (2020). Trends over time in adolescent emotional wellbeing in the Netherlands, 2005-2017: links with perceived schoolwork pressure, parent-adolescent communication and bullying victimization. Journal of Youth and Adolescence, 49(10), 2124-2135.
del Villar Nash, C. (2011). Bullying, ethnic discrimination, or both? A phenomenological study of the experiences of immigrant adolescents. University of Toronto (Canada).
Duchesneau, N. (2020). Social, Emotional, and Academic Development through an Equity Lens. Education Trust.
Eisenberg, N., & Sulik, M. J. (2012). Emotion-related self-regulation in children. Teaching of Psychology, 39(1), 77-83.
Elmelid, A., Stickley, A., Lindblad, F., Schwab-Stone, M., Henrich, C. C., & Ruchkin, V. (2015). Depressive symptoms, anxiety and academic motivation in youth: Do schools and families make a difference? Journal of adolescence, 45, 174-182.
Erreygers, S., Vandebosch, H., Vranjes, I., Baillien, E., & De Witte, H. (2019). Feel good, do good online? Spillover and crossover effects of happiness on adolescents’ online prosocial behavior. Journal of Happiness Studies, 20(4), 1241-1258.
Escobar-Viera, C. G., Shensa, A., Bowman, N. D., Sidani, J. E., Knight, J., James, A. E., & Primack, B. A. (2018). Passive and active social media use and depressive symptoms among United States adults. Cyberpsychology, Behavior, and Social Networking, 21(7), 437-443.
Ewe, L. P. (2019). ADHD symptoms and the teacher–student relationship: A systematic literature review. Emotional and Behavioural Difficulties, 24(2), 136-155.
Fattore, T., Mason, J., & Watson, E. (2007). Children’s conceptualisation(s) of their well-being. Social Indicators Research, 80, 5-29.
Francis, D. A., Caruana, N., Hudson, J. L., & McArthur, G. M. (2019). The association between poor reading and internalising problems: A systematic review and meta-analysis. Clinical Psychology Review, 67, 45-60.
Froiland, J. M., Oros, E., Smith, L., & Hirchert, T. (2012). Intrinsic motivation to learn: The nexus between psychological health and academic success. Contemporary School Psychology: Formerly” The California School Psychologist”, 16, 91-100.
Gard, A. M., Maxwell, A. M., Shaw, D. S., Mitchell, C., Brooks‐Gunn, J., McLanahan, S. S., … & Hyde, L. W. (2021). Beyond family‐level adversities: Exploring the developmental timing of neighborhood disadvantage effects on the brain. Developmental Science, 24(1), e12985.
Garner, P. W., Mahatmya, D., Brown, E. L., & Vesely, C. K. (2014). Promoting desirable outcomes among culturally and ethnically diverse children in social emotional learning programs: A multilevel heuristic model. Educational Psychology Review, 26(1), 165-189.
Gladstone, G. L., Parker, G. B., & Malhi, G. S. (2006). Do bullied children become anxious and depressed adults?: A cross-sectional investigation of the correlates of bullying and anxious depression. The Journal of Nervous and Mental Disease, 194(3), 201-208.
Griffith, J. M., & Hankin, B. L. (2021). Affective benefits of parental engagement with adolescent positive daily life experiences. Journal of Youth and Adolescence, 50, 2036-2051.
Grosbras, M. H., Ross, P. D., & Belin, P. (2018). Categorical emotion recognition from voice improves during childhood and adolescence. Scientific Reports, 8(1), 14791.
Gruhn, M. A., & Compas, B. E. (2020). Effects of maltreatment on coping and emotion regulation in childhood and adolescence: A meta-analytic review. Child Abuse & Neglect, 103, 104446.
Gueldner, B. A., Feuerborn, L. L., Merrell, K. W., Castro-Olivo, S., d’Abreu, A., Furrer, J., & Widales-Benitez, O. (2020). One size does not fit all: Adapting social and emotional learning in our multicultural world. Social and Emotional Learning in the Classroom, Second Edition: Promoting Mental Health and Academic Success. Guilford Press.
Halberstadt, A. G., Castro, V. L., Chu, Q., Lozada, F. T., & Sims, C. M. (2018). Preservice teachers’ racialized emotion recognition, anger bias, and hostility attributions. Contemporary Educational Psychology, 54, 125-138.
Hernandez, T. J., & Seem, S. R. (2004). A safe school climate: A systems approach and the school counselor. Professional School Counseling, 7, 256-262.
Hymel, S., Schonert-Reichl, K. A., & Miller, L. (2006). Reading, ‘riting, ‘rithmetic and relationships: Considering the social side of education. Exceptionality Education Canada, 16(3), 1-44.
Immordino-Yang, M.H. (2016). Emotion, sociality, and the brain’s default mode network: Insights for educational practice and policy. Policy Insights from the Behavioral and Brain Sciences, 3(2), 211–219.
Ivcevic, Z., & Brackett, M. A. (2015). Predicting creativity: Interactive effects of openness to experience and emotion regulation ability. Psychology of Aesthetics, Creativity, and the Arts, 9(4), 480.
Ivcevic, Z., & Eggers, C. (2021). Emotion regulation ability: Test performance and observer reports in predicting relationship, achievement and well-being outcomes in adolescents. International Journal of Environmental Research and Public Health, 18(6), 3204.
Kim‐Spoon, J., Holmes, C., & Deater‐Deckard, K. (2015). Attention regulates anger and fear to predict changes in adolescent risk‐taking behaviors. Journal of Child Psychology and Psychiatry, 56(7), 756-765.
Kojima, E. (2007). Factors associated with second language anxiety in adolescents from different cultural backgrounds. University of Southern California.
Lawrence, K., Estrada, R. D., & McCormick, J. (2017). Teachers’ experiences with and perceptions of students with attention deficit/hyperactivity disorder. Journal of Pediatric Nursing, 36, 141-148.
Lee, J. H., & Son, C. (2023). The Effect of negative emotion on concentration through emotional regulation: mediated moderation of Metacognitive Awareness. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 41(3), 663-675.
Levitt, M. (2019). Sensory processing patterns and emotion regulation in children presenting with externalizing behaviors.
Livingston, E. M., Siegel, L. S., & Ribary, U. (2018). Developmental dyslexia: Emotional impact and consequences. Australian Journal of Learning Difficulties, 23(2), 107-135.
Marusak, H. A., Martin, K. R., Etkin, A., & Thomason, M. E. (2015). Childhood trauma exposure disrupts the automatic regulation of emotional processing. Neuropsychopharmacology, 40(5), 1250-1258.
Matsumoto, D., Yoo, S. H., & Fontaine, J. (2008). Mapping expressive differences around the world: The relationship between emotional display rules and individualism versus collectivism. Journal of Cross-Cultural Psychology, 39(1), 55-74.
Mertoğlu, M. (2020). Factors affecting happiness of school children. Journal of Education and Training Studies, 8(3), 10.
Moran, T. P. (2016). Anxiety and working memory capacity: A meta-analysis and narrative review. Psychological Bulletin, 142(8), 831.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.
Nemiary, D., Shim, R., Mattox, G., & Holden, K. (2012). The relationship between obesity and depression among adolescents. Psychiatric Annals, 42(8), 305-308.
Newman, B. M., Lohman, B. J., & Newman, P. R. (2007). Peer group membership and a sense of belonging: their relationship to adolescent behavior problems. Adolescence, 42(166).
Nojavanasghari, B., Baltrusaitis, T., Hughes, C. E., & Morency, L. P. (2016). The Future Belongs to the Curious: Towards Automatic Understanding and Recognition of Curiosity in Children. WOCCI, 16-22.
Oberle, E., Ji, X. R., Kerai, S., Guhn, M., Schonert-Reichl, K. A., & Gadermann, A. M. (2020). Screen time and extracurricular activities as risk and protective factors for mental health in adolescence: A population-level study. Preventive Medicine, 141, 106291.
Offer, S. (2013). Assessing the relationship between family mealtime communication and adolescent emotional well-being using the experience sampling method. Journal of Adolescence, 36(3), 577-585.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617-624.
Oram, R., Ryan, J., Rogers, M., & Heath, N. (2017). Emotion regulation and academic perceptions in adolescence. Emotional and Behavioural Difficulties, 22(2), 162-173.
Osborne, J. W. (2001). Testing stereotype threat: Does anxiety explain race and sex differences in achievement? Contemporary Educational Psychology, 26(3), 291-310.
Pandey, A., Hale, D., Das, S., Goddings, A. L., Blakemore, S. J., & Viner, R. M. (2018). Effectiveness of universal self-regulation–based interventions in children and adolescents: A systematic review and meta-analysis. JAMA Pediatrics, 172(6), 566-575.
Patel, N., Vytal, K., Pavletic, N., Stoodley, C., Pine, D. S., Grillon, C., & Ernst, M. (2016). Interaction of threat and verbal working memory in adolescents. Psychophysiology, 53(4), 518-526.
Pekrun, R. (2017). Emotion and achievement during adolescence. Child Development Perspectives, 11(3), 215-221.
Pinquart, M., & Pfeiffer, J. P. (2011). Bullying in German adolescents: Attending special school for students with visual impairment. British Journal of Visual Impairment, 29(3), 163-176.
Priest, N., Paradies, Y., Trenerry, B., Truong, M., Karlsen, S., & Kelly, Y. (2013). A systematic review of studies examining the relationship between reported racism and health and wellbeing for children and young people. Social Science & Medicine, 95, 115-127.
Quas, J. A., Rush, E. B., Yim, I. S., Edelstein, R. S., Otgaar, H., & Smeets, T. (2016). Stress and emotional valence effects on children’s versus adolescents’ true and false memory. Memory, 24(5), 696-707.
Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental health implications of witness status. School Psychology Quarterly, 24(4), 211-223.
Rowsell, H. C., Ciarrochi, J., Deane, F. P., & Heaven, P. C. (2016). Emotion identification skill and social support during adolescence: A three‐year longitudinal study. Journal of Research on Adolescence, 26(1), 115-125.
Santiago, C. D., Wadsworth, M. E., & Stump, J. (2011). Socioeconomic status, neighborhood disadvantage, and poverty-related stress: Prospective effects on psychological syndromes among diverse low-income families. Journal of Economic Psychology, 32(2), 218-230.
Schleider, J., & Weisz, J. (2018). A single‐session growth mindset intervention for adolescent anxiety and depression: 9‐month outcomes of a randomized trial. Journal of Child Psychology and Psychiatry, 59(2), 160-170.
Schweizer, S., Gotlib, I. H., & Blakemore, S. J. (2020). The role of affective control in emotion regulation during adolescence. Emotion, 20(1), 80.
Shany, M., Wiener, J., & Feingold, L. (2011). Knowledge about and preoccupation with reading disabilities: A delicate balance. Journal of Learning Disabilities, 44(1), 80-93.
Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916.
Silvers, J. A., McRae, K., Gabrieli, J. D., Gross, J. J., Remy, K. A., & Ochsner, K. N. (2012). Age-related differences in emotional reactivity, regulation, and rejection sensitivity in adolescence. Emotion, 12(6), 1235.
Silvers, J. A. (2022). Adolescence as a pivotal period for emotion regulation development. Current Opinion in Psychology, 44, 258-263.
Smaldone, A., Honig, J. C., & Byrne, M. W. (2007). Sleepless in America: inadequate sleep and relationships to health and well-being of our nation’s children. Pediatrics, 119, S29-S37.
Sun, S., Crooks, N., DiClemente, R. J., & Sales, J. M. (2020). Perceived neighborhood violence and crime, emotion regulation, and PTSD symptoms among justice-involved, urban African-American adolescent girls. Psychological Trauma: Theory, Research, Practice, and Policy, 12(6), 593.
Sutherland, K. S., Lewis-Palmer, T., Stichter, J., & Morgan, P. L. (2008). Examining the influence of teacher behavior and classroom context on the behavioral and academic outcomes for students with emotional or behavioral disorders. The Journal of Special Education, 41(4), 223-233.
Theunissen, S. C., Rieffe, C., Kouwenberg, M., Soede, W., Briaire, J. J., & Frijns, J. H. (2011). Depression in hearing-impaired children. International Journal of Pediatric Otorhinolaryngology, 75(10), 1313-1317.
Thorisdottir, I. E., Sigurvinsdottir, R., Asgeirsdottir, B. B., Allegrante, J. P., & Sigfusdottir, I. D. (2019). Active and passive social media use and symptoms of anxiety and depressed mood among Icelandic adolescents. Cyberpsychology, Behavior, and Social Networking, 22(8), 535-542.
Trent, M., Dooley, D. G., Dougé, J., Cavanaugh, R. M., Lacroix, A. E., Fanburg, J., … & Wallace, S. B. (2019). The impact of racism on child and adolescent health. Pediatrics, 144(2).
Tsovili, T.D. (2004). The relationship between language teachers’ attitudes and the state-trait anxiety of adolescents with dyslexia. Journal of Research in Reading, 27(1), 69-86.
Tulis, M., & Fulmer, S. M. (2013). Students’ motivational and emotional experiences and their relationship to persistence during academic challenge in mathematics and reading. Learning and Individual Differences, 27, 35-46.
Vannest, K. J., Harrison, J. R., Temple-Harvey, K., Ramsey, L., & Parker, R. I. (2011). Improvement rate differences of academic interventions for students with emotional and behavioral disorders. Remedial and Special Education, 32(6), 521-534.
van Genugten, L., Dusseldorp, E., Massey, E. K., & van Empelen, P. (2017). Effective self-regulation change techniques to promote mental wellbeing among adolescents: a meta-analysis. Health Psychology Review, 11(1), 53-71.
Young, J., Ne’eman, A., & Gelser, S. (2011). Bullying and Students with Disabilities, 346.
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155-168.