RESUMO
The aim of this article is to evaluate the effectiveness of the implementation of a psycho-educational intervention programme. The objective of this programme was to achieve optimisation of self-concept and basic socio-emotional skills for comprehensive development in the adolescent stage. The sample consisted of 402 students from 19 groups from public secondary schools in the province of Badajoz. A quasi-experimental pretest-posttest design was applied with a control group using the Trait Meta-Mood Scale, Self-Concept Form 5, and the State-Trait Anxiety Inventory. The analysis showed that the programme was effective in the family and social dimensions of self-concept, while in the other dimensions, the changes were not statistically significant. The results for emotion perception, understanding and regulation show that there were no statistically significant differences in the experimental group, although there were significant differences in the control group.
Assuntos
Emoções , Autoimagem , Adolescente , Terapia Comportamental , Humanos , Instituições Acadêmicas , Estudantes/psicologiaRESUMO
En este estudio se analizan las dimensiones del autoconcepto, la inteligencia emocional y la ansiedad y su relación con variables sociodemográficas y académicas en 402 adolescentes de entre 12 y 19 años. Se aplicó la "Escala rasgo de metaconocimiento de los estados emocionales" (TMMS-24), el "Autoconcepto forma 5" (AF5) y el "Inventario de ansiedad estado-rasgo" (STAI y STAIC). Los resultados muestran que existen correlaciones negativas entre todas las dimensiones del autoconcepto y la ansiedad. La inteligencia emocional se relaciona con el autoconcepto físico y social. El sexo no influye en el autoconcepto global, pero sí en la ansiedad. Además, el sexo, la edad, el curso y las repeticiones predicen el autoconcepto emocional y la claridad emocional. Sin embargo, el tipo de programa educativo no predice ninguno de los constructos analizados. Sería deseable implementar programas de intervención dirigidos a la mejora del autoconcepto a través del entrenamiento en competencias emocionales y sociales y en control del estrés y la ansiedad
In this study we analyze the dimensions of self-concept, emotional intelligence and anxiety, as well as to analyse their relationship to sociodemographic and academic variables in a sample of 402 adolescents between 12 and 19 years of age. The instruments applied were the Trait Meta-Mood Scale (TMMS-24), the Self-concept Form "5" (AF5) and the State Trait Anxiety Inventory (STAI and STAIC). The outcomes show that negative correlations between all the dimensions of self-concept and anxiety. The emotional intelligence is related to the physical and social self-concept. Gender has no influence on the global self-concept, but on anxiety it does. The gender, age, course and repetitions predict the emotional self-concept and the emotional understanding. Repeating a year at school predicts the academic self-concept and gender predicts the physical self-concept, anxiety and emotional understanding. The type of educational programme does not predict any of the constructs analysed. It would be desirable to implement intervention programmes aimed at improving self-concept through training in emotional and social competences, as well as in controlling stress and anxiety
