Emotional Regulation in Education: A Proposal for Classification and Conceptual Integration in Educational Practice
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| פורמט: | artículo original |
| סטטוס: | Versión publicada |
| Fecha de Publicación: | 2026 |
| תיאור: | Introduction. Emotional regulation has become a central focus in education due to its close relationship with student well-being, school climate, and learning processes, particularly in a context of increasing demand for socio-emotional support in schools. Purpose. This essay aims to propose a functional and operational classification of the main theoretical models of emotional regulation, oriented toward their applicability in educational contexts. Discussion. Drawing on a critical analysis of the main theoretical models of emotional regulation, four core approaches are identified and examined: relational, cognitive-metacognitive, socio-emotional competency-based, and clinical-applied. Their conceptual foundations, tensions, and convergences are analyzed, along with shared principles that support an integrated understanding. In addition, the need to move beyond a linear translation from theory to practice is emphasized, acknowledging that the pedagogical implementation of these models is context-sensitive and grounded in reflective practice. Conclusions. The integration of these approaches does not follow a prescriptive logic; rather, it constitutes a guiding framework that must be reinterpreted by educational teams according to their specific contexts. This classification supports more informed pedagogical decision-making and opens future lines of research on its applicability in diverse educational settings, particularly within Latin American contexts. |
| País: | Portal de Revistas UNA |
| מוסד: | Universidad Nacional de Costa Rica |
| Repositorio: | Portal de Revistas UNA |
| שפה: | Español |
| OAI Identifier: | oai:www.revistas.una.ac.cr:article/21273 |
| גישה מקוונת: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/21273 |
| מילת מפתח: | educación de calidad educación emocional intervención pedagógica modelos teóricos ODS 4 Regulación emocional Emotional regulation emotional education theoretical models pedagogical intervention SDG 4 quality education Emotional Regulation Regulação emocional educação emocional intervenção pedagógica educação de qualidade Regulação Emocional |