Abstract
Introduction. Adolescence is a crucial stage for emotional and social development. Therefore, fostering emotional competencies is key to improving well-being, social adaptation, and equipping with tools to face the characteristic challenges of this period. This study evaluates the effectiveness of an emotional competencies development program in adolescents. Method. The sample of this study consists of 175 secondary education students with an average age of 13.53 years (SD = 0.523), distributed as 48% males, 51.4% females, and 0.6% un-specified. For this purpose, a quasi-experimental pretest-posttest design with a control group is used. The program consists of 25 activities, implemented during an academic year in tutoring hours to develop emotional competencies. The statistical tests applied are the Mann-Whitney U test for independent samples and for paired samples. The instruments used to measure the study variables are the Emotional Development Questionnaire for Secondary Education (CDE-SEC), the State-Trait Anxiety Inventory (STAI), the Emotion Regulation Questionnaire for Children and Adolescents (ERQ-CA), the Brief Resilience Scale (BRS), and the School Violence Questionnaire (CUVE3-EP). Academic performance was provided by the teachers. Results. The findings show a significant improvement in the emotional competencies of awareness and regulation, as well as an increase in resilience and academic performance. Similarly, a significant decrease was observed in the emotional suppression strategy, anxiety, and various components of school violence in the intervention group. These results support the importance of emotional education during adolescence and the trend to improve constructs that require more time. Discussion or Conclusion. Working on emotional competencies in the classroom emerges as an effective tool for this purpose, highlighting the need for future research addressing the longterm effects of these interventions.
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