Year-end Sale % OFF 
Abstract
The purpose of this work is to evaluate the impact that the Master-level course in Socioemotional Learning for Personal and Social Development (hereinafter MAESE) has had on socioemotional skills, positive psychology (dispositional optimism and satisfaction with life), the level of communicative and teamwork skills developed through coaching, and the capacity for entrepreneurship and innovation in the students of four consecutive graduating classes. This Master-level course has been taught at the University of Zaragoza in a blended-instruction form since 2014 and is currently in its sixth year. The methodology used here is eminently quantitative through an ex post facto descriptive study, although in the coaching and entrepreneurship block, qualitative information is also collected through open-ended questions. The results show that after completing the MAESE, there are few significant improvements in socioemotional skills (MSCEIT). On the other hand, there are significant improvements in the participants’ dispositional optimism (Life Orientation Test), satisfaction with life (SWLS), skill development through coaching, and ability to undertake projects and to innovate (PTWS). We conclude by reinforcing the importance of and responsibility to evaluate the impact that university training has on its students, especially for degrees covering emotion-related content.
Highlights
Our society needs people to be equipped with a wide variety of skills, especially those that are related to the management of emotions, attitude towards life, flexibility, the ability to resolve conflicts, and the ability to adapt to the unexpected (Repetto & Pérez-González, 2007)
As a result of this concern, and after much effort, the first Master-level course in socioemotional learning for personal and professional development (MAESE) began in 2014, in its sixth year in 2019-2020. This project stems from the idea of training students in technical knowledge related to the development of socioemotional skills in the professional world and in developing certain personal skills, in an attempt to improve their socioemotional intelligence (SEI), to promote optimistic attitudes from positive psychology approaches, to develop communicative and teamwork skills through coaching, and to promote the entrepreneurial and innovative skills of students
The data obtained in the first two modules were submitted to quantitative analyses, while the data collected from the third and fourth modules were analyzed through units of analysis, predefined competences, and competences that emerged inductively
Summary
Our society needs people to be equipped with a wide variety of skills, especially those that are related to the management of emotions, attitude towards life, flexibility, the ability to resolve conflicts, and the ability to adapt to the unexpected (Repetto & Pérez-González, 2007). Education must have a fundamental commitment to this societal demand, and the best way to develop these skills is through the evaluation of training experiences that aim to develop these emotional competences (Herzberg, Glaesmer, & Hoyer, 2006). One such project arose from a group of teachers concerned about the need to train future professionals in emotional life skills. This project stems from the idea of training students in technical knowledge related to the development of socioemotional skills in the professional world and in developing certain personal skills, in an attempt to improve their socioemotional intelligence (SEI), to promote optimistic attitudes from positive psychology approaches, to develop communicative and teamwork skills through coaching, and to promote the entrepreneurial and innovative skills of students
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
