Educación emocional en el aula: resultados de una intervención socioemocional breve desde un enfoque mixto en estudiantes de enseñanza media
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2026-07-27
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Educación emocional en el aula: resultados de una intervención socioemocional breve desde un enfoque mixto en estudiantes de enseñanza media. (2026). Revista Educación Las Américas, 16(1). https://revistas.udla.cl/index.php/rea/article/view/422
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Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., & McCarthy, M. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204.
D’Amico, A., & Geraci, A. (2023). Beyond emotional intelligence: The new construct of meta-emotional intelligence. Frontiers in Psychology, 14, 1096663.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Eckland, N. S., & Thompson, R. J. (2023). State Emotional Clarity Is an Indicator of Fluid Emotional Intelligence Ability. Journal of Intelligence, 11(10), 196.
Fiori, M., Udayar, S., & Vesely Maillefer, A. (2022). Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence. European Journal of Personality, 36(2), 245–264.
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. Motivation and Emotion, 46(2), 226–253.
Hernández Sampieri, R. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill México. https://books.google.cl/books?hl=es&lr=&id=5A2QDwAAQBAJ&oi=fnd&pg=PP1&dq=Hernández+Sampieri+2018&ots=TkVkTVZmN-&sig=GRHw5ZzUS2555WMRyvSgtZ6_xyE&redir_esc=y#v=onepage&q=Hernández%20Sampieri%202018&f=false
Kalata, C., Liener, S., Ma, I., Ostroff, R., Jandali, D., Berkey, D., & Chen, W. (2026). Physical activity and social-emotional learning contribute to resilience and psychological well-being in school-aged children. American Journal of Health Education, 57(1), 20–29.
Kosch Serey, A., Martínez-Líbano, J., & Barahona-Fuentes, G. (2025). Emotional Regulation and Subjective Well-Being in Adolescents: A Systematic Review. Mental Health: Global Challenges Journal, 8(1), 14–26.
Lane, R. D., & Smith, R. (2021). Levels of emotional awareness: theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42.
Lask, L. S., Moyal, N., & Henik, A. (2021). Rumination, emotional intensity and emotional clarity. Consciousness and Cognition, 96, 103242.
Llamas‐Díaz, D., Cabello, R., Megías‐Robles, A., & Fernández‐Berrocal, P. (2022). Systematic review and meta‐analysis: The association between emotional intelligence and subjective well‐being in adolescents. Journal of Adolescence, 94(7), 925–938.
Łukasik, B. (2024). Emotional Dysregulation of Children and Adolescents as a Cause of Exclusion from the School Environment-Possibilities for Counteracting the Phenomenon. Podstawy Edukacji, 17, 103–117.
MacCann, C., Erbas, Y., Dejonckheere, E., Minbashian, A., Kuppens, P., & Fayn, K. (2020). Emotional intelligence relates to emotions, emotion dynamics, and emotion complexity. European Journal of Psychological Assessment.
Martínez-Líbano, J., & Yeomans-Cabrera, M. M. (2024). Depression, anxiety, and stress in the Chilean Educational System: children and adolescents post-pandemic prevalence and variables. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1407021
Martínez-Líbano, J., Yeomans-Cabrera, M. M., Serey, A. K., Ramírez, N. S., Silva, V. C., & Lara, R. I. (2025). Propiedades Psicométricas de la Escala Trait Meta-Mood (TMMS-24) en Población Infantojuvenil Chilena. Salud, Ciencia y Tecnologia, 5, 1376.
Martínez-Líbano, J., Yeomans-Cabrera, M.-M., Koch, A., Iturra Lara, R., & Torrijos Fincias, P. (2025). Clarity and Emotional Regulation as Protective Factors for Adolescent Well-Being: A Moderated Mediation Model Involving Depression. European Journal of Investigation in Health, Psychology and Education, 15(7), 130.
McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., Cappella, E., & McClowry, S. (2021). Long-term effects of social-emotional learning on academic skills: Evidence from a randomized trial of INSIGHTS. Journal of Research on Educational Effectiveness, 14(1), 1–27.
MINEDUC. (2024). POLÍTICA NACIONAL DE CONVIVENCIA EDUCATIVA 2024 - 2030. https://convivenciaparaciudadania.mineduc.cl/convivencia-escolar/
Park, J., & Naragon-Gainey, K. (2020). Is more emotional clarity always better? An examination of curvilinear and moderated associations between emotional clarity and internalising symptoms. Cognition and Emotion.
Parker, C., & Bickmore, K. (2021). Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships. Journal of Moral Education, 50(4), 471–493.
Risku, H. (2018). Situated learning in translation research training: academic research as a reflection of practice. In Situated Learning in Translator and Interpreter Training (pp. 12–28). Routledge.
Salerni, N., & Messetti, M. (2025). Emotion regulation, peer acceptance and rejection, and emotional–behavioral problems in school-aged children. Children, 12(2), 159.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. American Psychological Association. https://doi.org/https://doi.org/10.1037/10182-006
Salovey, P., Woolery, A., & Mayer, J. D. (2001). Emotional intelligence: Conceptualization and measurement. Blackwell Handbook of Social Psychology: Interpersonal Processes, 279–307.
Sánchez-Herrera, S., Guerrero-Barona, E., Sosa-Baltasar, D., Moreno-Manso, J. M., & Durán-Vinagre, M. Á. (2022). Efficacy of a psycho-educational and socio-emotional intervention programme for adolescents. International Journal of Environmental Research and Public Health, 19(13), 8153.
Shofiyyah, N. A., Komarudin, T. S., & Juita, D. R. (2023). The meaningful role of affection in education: the emotional perspective in pedagogy. INNOVATIVE: Journal Of Social Science Research, 3(2), 9420–9434.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171.
Wright, R. N., Adcock, R. A., & LaBar, K. S. (2025). Learning emotion regulation: An integrative framework. Psychological Review, 132(1), 173.
Zhang, Y. (2025). Impact of arts activities on psychological well-being: Emotional intelligence as mediator and perceived stress as moderator. Acta Psychologica, 254, 104865.
Cipriano, C., Strambler, M. J., Naples, L. H., Ha, C., Kirk, M., Wood, M., Sehgal, K., Zieher, A. K., Eveleigh, A., & McCarthy, M. (2023). The state of evidence for social and emotional learning: A contemporary meta-analysis of universal school-based SEL interventions. Child Development, 94(5), 1181–1204.
D’Amico, A., & Geraci, A. (2023). Beyond emotional intelligence: The new construct of meta-emotional intelligence. Frontiers in Psychology, 14, 1096663.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432.
Eckland, N. S., & Thompson, R. J. (2023). State Emotional Clarity Is an Indicator of Fluid Emotional Intelligence Ability. Journal of Intelligence, 11(10), 196.
Fiori, M., Udayar, S., & Vesely Maillefer, A. (2022). Emotion information processing as a new component of emotional intelligence: Theoretical framework and empirical evidence. European Journal of Personality, 36(2), 245–264.
Harris, V. W., Anderson, J., & Visconti, B. (2022). Social emotional ability development (SEAD): An integrated model of practical emotion-based competencies. Motivation and Emotion, 46(2), 226–253.
Hernández Sampieri, R. (2018). Metodología de la investigación: las rutas cuantitativa, cualitativa y mixta. McGraw Hill México. https://books.google.cl/books?hl=es&lr=&id=5A2QDwAAQBAJ&oi=fnd&pg=PP1&dq=Hernández+Sampieri+2018&ots=TkVkTVZmN-&sig=GRHw5ZzUS2555WMRyvSgtZ6_xyE&redir_esc=y#v=onepage&q=Hernández%20Sampieri%202018&f=false
Kalata, C., Liener, S., Ma, I., Ostroff, R., Jandali, D., Berkey, D., & Chen, W. (2026). Physical activity and social-emotional learning contribute to resilience and psychological well-being in school-aged children. American Journal of Health Education, 57(1), 20–29.
Kosch Serey, A., Martínez-Líbano, J., & Barahona-Fuentes, G. (2025). Emotional Regulation and Subjective Well-Being in Adolescents: A Systematic Review. Mental Health: Global Challenges Journal, 8(1), 14–26.
Lane, R. D., & Smith, R. (2021). Levels of emotional awareness: theory and measurement of a socio-emotional skill. Journal of Intelligence, 9(3), 42.
Lask, L. S., Moyal, N., & Henik, A. (2021). Rumination, emotional intensity and emotional clarity. Consciousness and Cognition, 96, 103242.
Llamas‐Díaz, D., Cabello, R., Megías‐Robles, A., & Fernández‐Berrocal, P. (2022). Systematic review and meta‐analysis: The association between emotional intelligence and subjective well‐being in adolescents. Journal of Adolescence, 94(7), 925–938.
Łukasik, B. (2024). Emotional Dysregulation of Children and Adolescents as a Cause of Exclusion from the School Environment-Possibilities for Counteracting the Phenomenon. Podstawy Edukacji, 17, 103–117.
MacCann, C., Erbas, Y., Dejonckheere, E., Minbashian, A., Kuppens, P., & Fayn, K. (2020). Emotional intelligence relates to emotions, emotion dynamics, and emotion complexity. European Journal of Psychological Assessment.
Martínez-Líbano, J., & Yeomans-Cabrera, M. M. (2024). Depression, anxiety, and stress in the Chilean Educational System: children and adolescents post-pandemic prevalence and variables. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1407021
Martínez-Líbano, J., Yeomans-Cabrera, M. M., Serey, A. K., Ramírez, N. S., Silva, V. C., & Lara, R. I. (2025). Propiedades Psicométricas de la Escala Trait Meta-Mood (TMMS-24) en Población Infantojuvenil Chilena. Salud, Ciencia y Tecnologia, 5, 1376.
Martínez-Líbano, J., Yeomans-Cabrera, M.-M., Koch, A., Iturra Lara, R., & Torrijos Fincias, P. (2025). Clarity and Emotional Regulation as Protective Factors for Adolescent Well-Being: A Moderated Mediation Model Involving Depression. European Journal of Investigation in Health, Psychology and Education, 15(7), 130.
McCormick, M. P., Neuhaus, R., O’Connor, E. E., White, H. I., Horn, E. P., Harding, S., Cappella, E., & McClowry, S. (2021). Long-term effects of social-emotional learning on academic skills: Evidence from a randomized trial of INSIGHTS. Journal of Research on Educational Effectiveness, 14(1), 1–27.
MINEDUC. (2024). POLÍTICA NACIONAL DE CONVIVENCIA EDUCATIVA 2024 - 2030. https://convivenciaparaciudadania.mineduc.cl/convivencia-escolar/
Park, J., & Naragon-Gainey, K. (2020). Is more emotional clarity always better? An examination of curvilinear and moderated associations between emotional clarity and internalising symptoms. Cognition and Emotion.
Parker, C., & Bickmore, K. (2021). Complexity in restorative justice education circles: Power and privilege in voicing perspectives about sexual health, identities, and relationships. Journal of Moral Education, 50(4), 471–493.
Risku, H. (2018). Situated learning in translation research training: academic research as a reflection of practice. In Situated Learning in Translator and Interpreter Training (pp. 12–28). Routledge.
Salerni, N., & Messetti, M. (2025). Emotion regulation, peer acceptance and rejection, and emotional–behavioral problems in school-aged children. Children, 12(2), 159.
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. American Psychological Association. https://doi.org/https://doi.org/10.1037/10182-006
Salovey, P., Woolery, A., & Mayer, J. D. (2001). Emotional intelligence: Conceptualization and measurement. Blackwell Handbook of Social Psychology: Interpersonal Processes, 279–307.
Sánchez-Herrera, S., Guerrero-Barona, E., Sosa-Baltasar, D., Moreno-Manso, J. M., & Durán-Vinagre, M. Á. (2022). Efficacy of a psycho-educational and socio-emotional intervention programme for adolescents. International Journal of Environmental Research and Public Health, 19(13), 8153.
Shofiyyah, N. A., Komarudin, T. S., & Juita, D. R. (2023). The meaningful role of affection in education: the emotional perspective in pedagogy. INNOVATIVE: Journal Of Social Science Research, 3(2), 9420–9434.
Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156–1171.
Wright, R. N., Adcock, R. A., & LaBar, K. S. (2025). Learning emotion regulation: An integrative framework. Psychological Review, 132(1), 173.
Zhang, Y. (2025). Impact of arts activities on psychological well-being: Emotional intelligence as mediator and perceived stress as moderator. Acta Psychologica, 254, 104865.
Resumen
Tras la pandemia de COVID-19, se ha evidenciado la necesidad de fortalecer el desarrollo socioemocional en estudiantes, debido a las dificultades observadas en la convivencia escolar, la autorregulación emocional y el bienestar socioemocional. El objetivo de la presente investigación fue evaluar el impacto de una intervención socioemocional breve sobre la inteligencia emocional autopercibida en estudiantes de segundo año de enseñanza media de un establecimiento particular subvencionado de Angol, Chile. Se utilizó un diseño cuasi-experimental pretest–postest sin grupo control, bajo un enfoque metodológico mixto. La muestra fue intencionada (N=18; M edad = 15.33, DE = 0.49) y se aplicó el TMMS-24 para evaluar las tres dimensiones de la inteligencia emocional: atención, claridad y reparación emocional. Los análisis cuantitativos, mediante t de Student para muestras relacionadas, mostraron un aumento significativo en la claridad emocional entre el pretest (M = 24.56, DE = 5.59) y el postest (M = 29.06, DE = 6.52), t(17) = -2.87, p = .011, d = -0.68. La atención emocional evidenció una tendencia a la significancia (p = .076), con un tamaño del efecto moderado (d = -0.45), mientras que la reparación emocional no mostró diferencias significativas (p = .642). El puntaje global del TMMS-24 también aumentó (M_pre = 73.83; M_post = 82.11), aunque sin alcanzar significación estadística (p = .075). Los hallazgos cualitativos revelaron mejoras en el reconocimiento y verbalización emocional, la participación respetuosa y el uso incipiente de estrategias regulatorias. Se concluye que intervenciones breves pueden tener efectos positivos y refuerzan la importancia de integrar la educación emocional de manera sistemática en el contexto escolar y de promover programas sostenidos en el tiempo que contribuyan al bienestar socioemocional y a la mejora de la convivencia escolar.
Palabras clave
educación emocional,
inteligencial emocional,
atención emocional,
reparación emocional,
claridad emocional,
estudiantes de enseñanza media