Abstract
The aim of the present research is to explore the differences among emotional and well-being variables in primary and secondary education students after undergoing the software’s Happy 8-12 and the Happy 12-16 during an academic course. Both innovative software’s are focused in the training of the basic emotional competences. The study has a pre-post quasi-experimental design with a control group. A total of 574 primary education students and 903 of secondary education participated in the study. Results show that the training of the emotional competences with novel methods, such as gamified software’s, improves the emotional competences, reduces anxiety and enhances academic achievement in a sample of Spanish students.
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