“Rema” program and emotional education: educative implementation to improve self-regulated learning

Abstract

This study has focused on a group of students belonging to the educational success program implemented in the Autonomous Community of Extremadura, called “REMA”. This new measure of attention to diversity is developed in the Primary Education stage, specifically from 3rd to 6th grade, given the need to respond to the growing problems of learning from “early” ages. In that direction and related to selfregulated learning, we propose the application of an intervention program that promotes an efficient management of emotions since they affect the daily work of each student, the interactions of the group-class, and of course the performance final academic Being fundamental for the peaceful resolution of conflicts and democratic inclusion in society. The objective, therefore, of this exploratory study is due to this current research demand, since our students must learn to properly manage their emotions, which are modulating the success of their particular educational process as another competence to develop. The results obtained have demonstrated the effectiveness of the intervention proposal applied in the 8 students of the experimental group, achieving a more positive attitude and a more adequate control of their emotions. This allows us to demonstrate that emotional education is an essential aspect of school learning, with which its specific and systematic intervention gives tremendously important value to existing self-regulated learning models.