Emotional Regulation In Adolescents In Educational Vulnerability
Preliminary Study In Basic Vocational Training
DOI:
https://doi.org/10.18172/con.6709Keywords:
emotional education, adolescence, Educational intervention, emotional well-being, school failureAbstract
This study is part of a broader research project aimed at designing, implementing, and evaluating an emotional regulation program for adolescents enrolled in Basic Vocational Training (BVT), an educational stage that brings together students with complex academic trajectories, lack of motivation, and situations of personal vulnerability. In this first phase, a needs assessment is conducted focusing on the emotional challenges of both students and teaching staff, with the goal of establishing a baseline to guide the construction of a context-adjusted program. A mixed-methods approach is employed: on the one hand, emotional assessment questionnaires are administered to a sample of 52 students aged 15 to 18; on the other, semi-structured interviews are conducted with teachers and school staff to gather further insight into students' emotional functioning. The results reveal that students face significant difficulties in identifying, expressing, and regulating their emotions, frequently resorting to maladaptive strategies such as avoidance or aggression. Furthermore, teachers express the need for training in emotional education and specific tools to address these issues in the classroom. These findings highlight the urgent need to address emotional competence as a cross-curricular component in BVT—not only to improve students’ individual well-being but also to foster a more positive classroom climate and prevent school dropout. The article concludes by proposing key lines of action for the intervention program design and emphasizes the crucial role of schools as a context for developing emotional skills during adolescence.
Downloads
References
Rodríguez-Díaz, F. J. (2023). Emotional regulation as a transdiagnostic factor of emotional disorders. Escritos de Psicología, 16 (1). https://doi.org/10.24310/espsiescpsi.v16i1.14771 DOI: https://doi.org/10.24310/espsiescpsi.v16i1.14771
Espenes, K., Tormoen, A. J., Rognstad, K, Nilsen, K. H., Waaler, P. M., Wentzel-Larsen, T. y Kjobli, J. (2025). Efecto de las intervenciones psicosociales en la regulación emocional de niños y jóvenes: un metaanálisis. Administration and Policy in Mental Health, 52, 833-852. https://doi.org/10.1007/s10488-024-01373-3 DOI: https://doi.org/10.1007/s10488-024-01373-3
Estévez, A., Jauregui, P., Macía, L. y Martín-Pérez (2022). Alexitimia y estrategias de regulación emocional en jugadores adolescentes con y sin perfiles de riesgo. Journal of Gambling Studies, 38, 15-29. https://doi.org/10.1007/s10899-021-10057-8 DOI: https://doi.org/10.1007/s10899-021-10057-8
Gerván, P., Bunford, N., Utczas, K., Tróznai, Z., Oláh, G., Szakács, H., Kriston, P., Gombos, F. y Kovács, I. (2022). Vulnerabilidad de la regulación emocional dependiente de la maduración como respuesta al estrés relacionado con la COVID-19 en adolescentes. Journal of Pediatric Nursing, 67, 132-138. https://doi.org/10.1016/j.pedn.2022.08.017 DOI: https://doi.org/10.1016/j.pedn.2022.08.017
Jesline, J., Romate, J., Diya, E. y Rajkumar, E. (2025). El papel mediador de la resiliencia en la relación entre la metaemociones y la regulación emocional entre adolescentes desatendidos. Psicología BMC, 13 (622). https://doi.org/10.1186/s40359-025-02856-0 DOI: https://doi.org/10.1186/s40359-025-02856-0
Murray, A., Wright, H., Casey, H., King, J., Zhua, X., Yang, Y., Xiaoc, Z. y Li, X. (2025). ¿Es la desregulación emocional en la infancia un precursor de la internalización de problemas en la adolescencia? Revista de trastornos afectivos, 386. https://doi.org/10.1016/j.jad.2025.119433 DOI: https://doi.org/10.1016/j.jad.2025.119433
Ramos-Díaz, E., Jiménez-Jiménez, V., Rodríguez-Fernández, A., Fernández-Zabala, A. y Axpe, I. (2017). Entrenamiento emocional en el caso de una adolescente víctima de maltrato infantil. Revista de Psicología Clínica con Niños y Adolescentes, 4(1), 17-24.
Robert, A. (2024). PTSD and substance use disorders among adolescents: Self-stigma and gender perspective. Health and Addictions, 24(2), 1-8. https://doi.org/10.21134/999 DOI: https://doi.org/10.21134/999
Rodríguez, M. y García, F. M. (2021). The use of videogames in adolescents: A public health problem. Enfermería Global, 62. https://doi.org/10.6018/eglobal.438641 DOI: https://doi.org/10.6018/eglobal.438641
Rojas-Jara, C., Polanco-Carrasco, R., Caycho-Rodríguez, T., Acuña-Espinoza, R. y González-Serrano, C. (2020). Adverse childhood experiences and drug use in adolescence and adulthood: An analysis of evidence. Universitas Psychologica, 20, 1-10. https://doi.org/10.11144/Javeriana.upsy20.eaiu DOI: https://doi.org/10.11144/Javeriana.upsy20.eaiu
Sevilla, P. (2020). Diagnóstico de la situación de la infancia y la adolescencia en la ciudad de Burgos. Ayuntamiento de Burgos. Recuperado de https://www.aytoburgos.es/2c25d717-f7e1-df4d-5c24-5af18416738b
Suberviola, I. (2025). Emotional Competencies and Emotional Coeducation amongst University Students. International Journal of Emotional Education, 17 (1), 3-20. https://www.um.edu.mt/library/oar/handle/123456789/134310 DOI: https://doi.org/10.56300/JRCJ3584
Tobar-Viera, A., Mejía-Rubio, A. R. y Eugenio-Zumbana, L. C. (2023). Emotional intelligence and family functioning as predictors of academic self-efficacy in Ecuadorian adolescents. Prometeo, 3(2). https://doi.org/10.1016/j.jad.2020.12.088 DOI: https://doi.org/10.55204/pcc.v3i2.e43
Vázquez, C. (2015). Análisis del proceso y resultados de un programa de educación emocional en la escuela [Tesis doctoral]. Universidad de Coruña. Recuperado de https://www.udc.es/tesis/Analisis_del_proceso
Zhao, Z., Duek, O., Seidemann, R., Gordon, C., Walsh, C., Romaker, E., Koller, W. N., Horvath, M., Awasthi, J., Wang, Y., O'Brien, E., Fichtenholtz, H., Hampson, M. y Harpaz-Rotem, I. (2023). Translational Psychiatry, 13(17). https://doi.org/10.1038/s41398-023-02467-6 DOI: https://doi.org/10.1038/s41398-023-02467-6
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 MARÍA INMACULADA ELVIRA CASTRO
This work is licensed under a Creative Commons Attribution 4.0 International License.
The authors retain copyright of articles and authorize Contextos Educativos. Revista de Educación the first publication. They are free to share and redistribute the article without obtaining permission from the publisher as long as they give appropriate credit to the editor and the journal.
Self-archiving is allowed too. In fact, it is recommendable to deposit a PDF version of the paper in academic and/or institutional repositories.
