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Improving Social-Emotional Competencies in the Secondary Education Classroom through the SEA Program
Peer reviewed
Direct linkRodríguez-Ledo,César; Orejudo Hernández, Santos; Celma Pastor, Laura; Cardoso Moreno, María Jesus – Electronic Journal of Research in Educational Psychology, 2018
Introduction: This paper presents an assessment of the impact of a social and emotional competencies development program, based on the SEA theoretical model (attention to and understanding emotions, emotional regulation and repair, and adaptive social expression of emotions), in adolescents and preadolescents. Method: Students' homeroom teachers…
Descriptors: Social Development, Emotional Development, Secondary School Students, Secondary School Teachers
Hernandez-Torrano, Daniel; Prieto, Maria Dolores; Ferrandiz, Carmen; Bermejo, Rosario; Sainz, Marta – Gifted Child Quarterly, 2013
What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their…
Descriptors: Academically Gifted, Stress Management, Emotional Intelligence, Foreign Countries
Núñez, José Carlos; Suárez, Natalia; Rosário, Pedro; Vallejo, Guillermo; Cerezo, Rebeca; Valle, António – Journal of Educational Research, 2015
The authors intended to (a) identify the association between gender or grade level and teachers' homework (HW) feedback and (b) examine the relationship between teachers' HW feedback, HW-related behaviors (e.g., amount of HW completed), and academic achievement. Four hundred fifty-four students (Grades 5-12) participated in this study. The results…
Descriptors: Foreign Countries, Homework, Academic Achievement, Gender Differences
