Modelo Estudiantes del siglo XXI Prejardín-2º
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. Estudiantes de diversos orígenes y culturas, así como estudiantes con trastornos de aprendizaje o ADHD, pueden tener formas de expresar sus emociones, percibir emociones en los demás y reaccionar a las emociones que difieren de lo que esperaríamos ver en los aprendices.
Ideas Principales
Varios aspectos de la emoción pueden afectar el bienestar y el éxito académico de los estudiantes:
Conocimiento emocional es entender qué son las emociones y reconocerlas adecuadamente en las expresiones faciales y el habla de los demás, y normalmente comienza a desarrollarse en la infancia temprana. La evidencia sugiere que el conocimiento emocional es vital para la regulación emocional.
Regulación emocional es la capacidad de controlar la excitación emocional para aprender funcionamiento adaptativo (la capacidad de completar tareas diarias, lidiar con cambios en el entorno y funcionar con éxito en un aula). Esto apoya la salud mental y es un aspecto importante de la competencia social.
Salud mental es la combinación de nuestro 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, emoción, alegría) como negativas (por ejemplo, ira, tristeza). Sin embargo, los estudiantes que tienden a experimentar más emociones positivas que negativas en general, y que pueden manejar y minimizar con éxito el estrés, tendrán un mejor bienestar psicológico general.
Es importante tener en cuenta que los educadores pueden interpretar erróneamente los estados emocionales de los estudiantes debido a prejuicios, como la mayor probabilidad de percibir a los estudiantes negros como enojados o 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 lingüística y culturalmente responsivos para abordar las emociones.
Los estudiantes con ADHD también están en riesgo de que se interpreten erróneamente sus estados emocionales, lo que resulta en una menor cercanía emocional y más conflictos con los educadores que sus compañeros que no tienen ADHD. Los estudiantes que tienen discapacidades de aprendizaje o ADHD también pueden tener dificultades con el bienestar emocional debido a la frustración o ansiedad en torno al trabajo escolar, la exclusión de sus compañeros, el miedo al fracaso y/o sentimientos de estigmatización, por nombrar algunos. El desarrollo profesional de alta calidad sobre la comprensión y el apoyo a los estudiantes con ADHD es un factor importante en la capacidad del educador para apoyar la coregulación del estudiante y autorregular su propia emoción.
Los estudiantes que se sienten felices en la escuela y pueden regular sus emociones frente a desafíos tienen más probabilidades de permanecer comprometidos y florecer académicamente. Por otro lado, experimentar ansiedad (ya sea en general o sobre un tema específico) puede interferir con el aprendizaje. Es importante apoyar el bienestar emocional de los estudiantes desde el principio escuchando y abordando sus necesidades y construyendo sobre sus fortalezas. Los Apoyos Sociales sólidos 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 crítico en la provisión de estos apoyos. Además, hacer de la escuela un lugar alegre y replantear el trabajo escolar como un juego puede aumentar el bienestar emocional de los estudiantes incluso en la niñez media, lo que podría aumentar la participación escolar en el futuro.
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.
Building Social Emotional Awareness: Video que analiza el enfoque RULER, basado en la investigación, para el aprendizaje socioemocional.
Emotional Regulation: Una microcredencial para apoyar la regulación emocional de los estudiantes.
Self-Awareness: Una microcredencial para apoyar la autoconciencia de los estudiantes.
Referencias
Aknin, L. B., Van de Vondervoort, J. W., & Hamlin, J. K. (2018). Positive feelings reward and promote prosocial behavior. Current Opinion in Psychology, 20, 55-59.
Aronen, E. T., Vuontela, V., Steenari, M. R., Salmi, J., & Carlson, S. (2005). Working memory, psychiatric symptoms, and academic performance at school. Neurobiology of Learning and Memory, 83(1), 33-42.
Arseneault, L., Milne, B. J., Taylor, A., Adams, F., Delgado, K., Caspi, A., & Moffitt, T. E. (2008). Being bullied as an environmentally mediated contributing factor to children’s internalizing problems: a study of twins discordant for victimization. Archives of Pediatrics & Adolescent Medicine, 162(2), 145-150.
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.
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.
Bierman, K. L., Nix, R. L., Heinrichs, B. S., Domitrovich, C. E., Gest, S. D., Welsh, J. A., & Gill, S. (2014). Effects of Head Start REDI on children’s outcomes 1 year later in different kindergarten contexts. Child Development, 85(1), 140-159.
Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57(2), 111-127.
Blicher, S., Feingold, L., & Shany, M. (2017). The role of trait anxiety and preoccupation with reading disabilities of children and their mothers in predicting children’s reading comprehension. Journal of Learning Disabilities, 50(3), 309-321.
Bohnert, A. M., Crnic, K. A., & Lim, K. G. (2003). Emotional competence and aggressive behavior in school-age children. Journal of Abnormal Child Psychology, 31, 79-91.
Bolaños, C., Gomez, M. M., Ramos, G., & Rios del Rio, J. (2015). Developmental risk signals as a screening tool for early identification of sensory processing disorders. Occupational Therapy International, 23(2), 154-164.
Bourke, S., & Burgman, I. (2010). Coping with bullying in Australian schools: how children with disabilities experience support from friends, parents and teachers. Disability & Society, 25(3), 359-371.
Boyd, K. S. (2004). The association between student perceptions of safety and academic achievement: The mediating effects of absenteeism. Paper presented at the annual meeting of the American Sociological Association, San Francisco, CA.
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.
Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510.
Cavicchiolo, E., Manganelli, S., Bianchi, D., Biasi, V., Lucidi, F., Girelli, L., & Alivernini, F. (2023). Social inclusion of immigrant children at school: The impact of group, family and individual characteristics, and the role of proficiency in the national language. International Journal of Inclusive Education, 27(2), 146-166.
Centers for Disease Control and Prevention. (2023). Anxiety and depression in children. Centers for Disease Control and Prevention.
Cerniglia, L., Cimino, S., Erriu, M., Jezek, S., Almenara, C. A., & Tambelli, R. (2018). Trajectories of aggressive and depressive symptoms in male and female overweight children: Do they share a common path or do they follow different routes?. PLoS one, 13(1), e0190731.
Davis, E. L., Levine, L. J., Lench, H. C., & Quas, J. A. (2010). Metacognitive emotion regulation: children’s awareness that changing thoughts and goals can alleviate negative emotions. Emotion, 10(4), 498.
Denham, S. A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57, 194-201.
DePrince, A. P., Weinzierl, K. M., & Combs, M. D. (2009). Executive function performance and trauma exposure in a community sample of children. Child Abuse & Neglect, 33(6), 353-361.
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.
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.
Flaspohler, P. D., Elfstrom, J. L., Vanderzee, K. L., Sink, H. E., & Birchmeier, Z. (2009). Stand by me: The effects of peer and teacher support in mitigating the impact of bullying on quality of life. Psychology in the Schools, 46(7), 636-649.
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.
Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65, 622-637.
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.
Graves Jr, S. L., Herndon-Sobalvarro, A., Nichols, K., Aston, C., Ryan, A., Blefari, A., … & Prier, D. (2017). Examining the effectiveness of a culturally adapted social-emotional intervention for African American males in an urban setting. School Psychology Quarterly, 32(1), 62.
Graziano, P. A., Reavis, R. D., Keane, S. P., & Calkins, S. D. (2007). The role of emotion regulation in children’s early academic success. Journal of School Psychology, 45(1), 3-19.
Grills-Taquechel, A. E., Fletcher, J. M., Vaughn, S. R., & Stuebing, K. K. (2012). Anxiety and reading difficulties in early elementary school: Evidence for unidirectional-or bi-directional relations? Child Psychiatry & Human Development, 43(1), 35-47.
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.
Hartley, B. L., & Sutton, R. M. (2013). A stereotype threat account of boys’ academic underachievement. Child Development, 84(5), 1716-1733.
Healy, K. L., Sanders, M. R., & Iyer, A. (2015). Parenting practices, children’s peer relationships and being bullied at school. Journal of Child and Family Studies, 24, 127-140.
Hernandez, T. J., & Seem, S. R. (2004). A safe school climate: A systems approach and the school counselor. Professional School Counseling, 7, 256-262.
Howard, J., & McInnes, K. (2013). The impact of children’s perception of an activity as play rather than not play on emotional well‐being. Child: Care, Health and Development, 39(5), 737-742.
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.
Jenkins, J. M., & Astington, J. W. (1996). Cognitive factors and family structure associated with theory of mind development in young children. Developmental Psychology, 32(1), 70.
Judge, S., & Jahns, L. (2007). Association of overweight with academic performance and social and behavioral problems: an update from the early childhood longitudinal study. Journal of School Health, 77(10), 672-678.
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: implications for contingent self-worth and coping. Developmental Psychology, 35(3), 835.
Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, 51(6), 706-716.
Kusché, C. A. (1984). The understanding of emotion concepts by deaf children: An assessment of an affective curriculum (Unpublished doctoral dissertation). University of Washington.
Kwon, K., Hanrahan, A. R., & Kupzyk, K. A. (2017). Emotional expressivity and emotion regulation: Relation to academic functioning among elementary school children. School Psychology Quarterly, 32(1), 75.
Langevin, M., Packman, A., & Onslow, M. (2010). Parent perceptions of the impact of stuttering on their preschoolers and themselves. Journal of Communication Disorders, 43(5), 407-423.
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.
Lehmkuhl, G., Wiater, A., Mitschke, A., & Fricke-Oerkermann, L. (2008). Sleep disorders in children beginning school: Their causes and effects. Deutsches Ärzteblatt International, 105(47), 809–814.
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.
Lupien, S. J., King, S., Meaney, M. J., & McEwen, B. S. (2000). Child’s stress hormone levels correlate with mother’s socioeconomic status and depressive state. Biological Psychiatry, 48(10), 976-980.
Macedo, D. M., Smithers, L. G., Roberts, R. M., Paradies, Y., & Jamieson, L. M. (2019). Effects of racism on the socio-emotional wellbeing of Aboriginal Australian children. International Journal for Equity in Health, 18(1), 1–16.
March, J.S. (2013). Multidimensional anxiety scale for children (2nd Ed.). Multi-Health Systems.
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.
McAlister, A., & Peterson, C. (2007). A longitudinal study of child siblings and theory of mind development. Cognitive Development, 22(2), 258-270.
McCormack, J., McLeod, S., McAllister, L., & Harrison, L. J. (2010). My speech problem, your listening problem, and my frustration: The experience of living with childhood speech impairment.
McKenna, M. C., & Kear, D. J. (1990). Measuring attitude toward reading: A new tool for teachers. The Reading Teacher, 43(9), 626-639.
Meins, E., Fernyhough, C., Wainwright, R., Das Gupta, M., Fradley, E., & Tuckey, M. (2002). Maternal mind–mindedness and attachment security as predictors of theory of mind understanding. Child Development, 73(6), 1715-1726.
Mertoğlu, M. (2020). Factors affecting happiness of school children. Journal of Education and Training Studies, 8(3), 10.
Miller, A. L., Fine, S. E., Kiely Gouley, K., Seifer, R., Dickstein, S., & Shields, A. (2006). Showing and telling about emotions: Interrelations between facets of emotional competence and associations with classroom adjustment in Head Start preschoolers. Cognition and Emotion, 20(8), 1170-1192.
Nelson, J. M., & Harwood, H. (2011). Learning disabilities and anxiety: A meta-analysis. Journal of Learning Disabilities, 44(1), 3-17.
Nix, R. L., Bierman, K. L., Domitrovich, C. E., & Gill, S. (2013). Promoting children’s social-emotional skills in preschool can enhance academic and behavioral functioning in kindergarten: Findings from Head Start REDI. Early Education & Development, 24(7), 1000-1019.
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.
Okonofua, J. A., & Eberhardt, J. L. (2015). Two strikes: Race and the disciplining of young students. Psychological Science, 26(5), 617-624.
Palikara, O., Castro-Kemp, S., Gaona, C., & Eirinaki, V. (2021). The mediating role of school belonging in the relationship between socioemotional well-being and loneliness in primary school age children. Australian Journal of Psychology, 73(1), 24-34.
Pellegrini, A. D., & Galda, L. (1991). Longitudinal relations among preschoolers’ symbolic play, metalinguistic verbs, and emergent literacy. Play and Early Literacy Development, 47-67.
Pellizzoni, S., Cargnelutti, E., Cuder, A., & Passolunghi, M. C. (2022). The interplay between math anxiety and working memory on math performance: A longitudinal study. Annals of the New York Academy of Sciences, 1510(1), 132-144.
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.
Ramirez, G., Fries, L., Gunderson, E., Schaeffer, M. W., Maloney, E. A., Beilock, S. L., & Levine, S. C. (2019). Reading Anxiety: An early affective impediment to children’s success in reading. Journal of Cognition and Development, 20(1), 15-34.
Rand, M. K., & Morrow, L. M. (2021). The contribution of play experiences in early literacy: Expanding the science of reading. Reading Research Quarterly, 56, S239-S248.
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.
Rhoades, B. L., Warren, H. K., Domitrovich, C. E., & Greenberg, M. T. (2011). Examining the link between preschool social–emotional competence and first grade academic achievement: The role of attention skills. Early Childhood Research Quarterly, 26(2), 182-191.
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.
Ruffman, T., Slade, L., & Crowe, E. (2002). The relation between children’s and mothers’ mental state language and theory‐of‐mind understanding. Child Development, 73(3), 734-751.
Russ, S. W., & Kaugars, A. S. (2001). Emotion in children’s play and creative problem solving. Creativity Research Journal, 13(2), 211-219.
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.
Schwartz, D., Gorman, A. H., Nakamoto, J., & Toblin, R. L. (2005). Victimization in the peer group and children’s academic functioning. Journal of Educational Psychology, 97(3), 425 – 435.
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.
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.
Stengelin, R., Hepach, R., & Haun, D. B. (2020). Cultural variation in young children’s social motivation for peer collaboration and its relation to the ontogeny of Theory of Mind. PLoS One, 15(11), e0242071.
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.
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).
Trentacosta, C. J., Izard, C. E., Mostow, A. J., & Fine, S. E. (2006). Children’s emotional competence and attentional competence in early elementary school. School Psychology Quarterly, 21(2), 148.
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.
Van Bergen, P., Wall, J., & Salmon, K. (2015). The good, the bad, and the neutral: The influence of emotional valence on young children’s recall. Journal of Applied Research in Memory and Cognition, 4(1), 29-35.
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.
Von Grünigen, R., Perren, S., Nägele, C., & Alsaker, F. D. (2010). Immigrant children’s peer acceptance and victimization in kindergarten: The role of local language competence. British Journal of Developmental Psychology, 28(3), 679-697.
Wang, X., Liu, X., & Feng, T. (2021). The continuous impact of cognitive flexibility on the development of emotion understanding in children aged 4 and 5 years: A longitudinal study. Journal of Experimental Child Psychology, 203, 105018.
Wasserberg, M. J. (2014). Stereotype threat effects on African American children in an urban elementary school. The Journal of Experimental Education, 82(4), 502-517.
Wasserberg, M. J. (2017). Stereotype threat effects on African American and Latina/o elementary students tested together. Journal for Multicultural Education, 11(1), 51-60.
Wechsler, D. (2012). Wechsler preschool and primary scale of intelligence (4th Ed.). Pearson.
Whitted, K. S., & Dupper, D. R. (2005). Best practices for preventing or reducing bullying in schools. Children & Schools, 27, 167-173.
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.