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Developing emotions through the use of interactive platforms in Primary Education

LORENA VALDIVIESO LEÓN

COORDINATOR

SYMPOSIUM SPEAKERS
  • Lorena Valdivieso León
  • Jana Blanco Fernández
  • Jesús Javier Catalina Sáncho
  • Juan Antonio Valdivieso Burón
  • Paloma García Medina
Short CV
Lorena Valdivieso León, Associate Professor at the Department of Psychology, area of Developmental and Educational Psychology at the University of Valladolid (Spain). Secretary and member of the Research Group of Excellence in Educational Psychology (GIE/GIR179) Junta de Castilla y León. My research career is framed in the area of Educational Psychology and focuses on: (a) Emotional intelligence and child motivation and its influence on academic performance. (b) Stress coping strategies in the academic context. (c) Inclusive education and peer discrimination. I have been granted a Six-year research periods by the CNAI (2017-2022 tranche), by the Advisory Committee 7.1. I have been part of the research team in 6 research projects. I have made several of research stays at the University of Utrecht (The Netherlands), Pablo de Olavide University (Spain), Pontificia Universidad Católica de Valparaíso (Chile) and the University of RomaTre (Italy), among others. Author of multiple indexed publications, including in WOS and SCOPUS, and director of several doctoral theses, as well as reviewer of several journals in relevant positions of JCR and SJR. I participate as a teacher in different official Masters such as the Master in Applied Research in Education and the Master in Psychopedagogy of the UVa and in numerous training courses within educational contexts.
Symposium abstract

Emotional intelligence is a fundamental construct within the educational context, requiring theoretical models and assessment tools that enable its understanding and practical application. This paper presents a review of the main theoretical approaches, primarily based on the works of Bar-On, Bisquerra, Goleman, and Mayer & Salovey. Its usefulness in identifying and developing key emotional competencies, as well as assessing them in childhood, is highlighted. This contributes to determining the most suitable model based on the participating students in each study.

Emotional intelligence has been assessed in a sample of primary education students using the Bar-On Emotional Intelligence Inventory (EQ-i:YV), also examining significant differences based on identification and sociodemographic variables among children aged 8 to 12 years. Based on the results, the Emotions and Technology in Primary Education Program (EMOTEC-EP) has been designed and validated through an interactive digital platform. This innovative proposal combines digital tools and interactive dynamics to foster essential emotional skills such as intrapersonal and interpersonal abilities, adaptability, stress management, and general mood. The program is designed for implementation in school settings, integrating assessment and learning in an engaging and accessible format for students.

Subsequently, the program’s validation process will be discussed through an expert panel, emphasizing how the feedback received has helped optimize its implementation.

Ultimately, this study aims to highlight the importance of evaluating and validating educational tools that contribute to training and improving emotional intelligence, promoting its positive impact on students’ emotional well-being and academic performance.