Active learning strategy in emotional regulation in secondary school students
DOI:
https://doi.org/10.62452/db4mwj32Keywords:
Emotional regulation, active learning, socio-emotional education, middle basic educationAbstract
This study aims to evaluate the effectiveness of an active learning strategy designed to strengthen emotional regulation in a group of 28 fifth-year middle school students from Unidad Educativa 21 de Septiembre in Esmeraldas, Ecuador. A mixed-methods approach was implemented, combining a quantitative-descriptive design with qualitative analysis under a pretest–posttest scheme. Data collection was carried out through validated emotional self-regulation questionnaires and classroom observation records, allowing for triangulation of findings. The pedagogical proposal focused on cooperative dynamics, guided reflections on emotional experiences, and active activities aimed at enhancing awareness, self-regulation, and emotional self-control. The results revealed significant improvements in the identification, expression, and management of emotions, as well as an increased willingness of students to face school situations constructively. Furthermore, a positive correlation was observed between enhanced emotional regulation and academic performance, consistent with international studies highlighting the effectiveness of social-emotional learning (SEL) programs in adolescents. These findings support the relevance of incorporating active learning strategies into educational policies and practices as effective tools to promote students’ socio-emotional well-being in urban contexts, where learners face multiple challenges. In this sense, the proposal represents a meaningful contribution to the consolidation of a more inclusive, resilient, and holistic education, focused on the integral development of students.
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Copyright (c) 2025 María José Cercado-Acosta, María Vanessa Nazareno-Valencia, Nelly Hodelín-Amable (Autor/a)
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