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Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents

Author

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  • Javier Cejudo

    (Faculty of Education of Ciudad Real, University of Castilla-La Mancha, 13071 Ciudad Real, Spain)

  • Lidia Losada

    (Department of Research Methods and Assessment in Education II, Faculty of Education, UNED, Juan del Rosal, 14, 28040 Madrid, Spain)

  • Roberto Feltrero

    (Higher Teacher Training Institute “Salomé Ureña”, Calle Caonabo, Esquina Leonardo D’Vinci, Santo Domingo 10114, Dominican Republic)

Abstract

The aim of this study is to experimentally assess the effects of an intervention program through a video game called “Aislados” for the improvement of subjective well-being, mental health and trait emotional intelligence of a sample of adolescents ( n = 187). We used well-established measures with appropriate psychometric properties. The study used a quasi-experimental design of pre-test/post-test repeated measurements with a control group. First, a multivariate analysis of variance (MANOVA) and then descriptive analyses and variance analyses (ANOVAs) were carried out by the adolescents randomly assigned to the experimental and control conditions. Then, a multivariate analysis of covariance (MANCOVA) was performed on the study’s variables as a whole. Descriptive and covariance analyses of the post-test scores were carried out (ANCOVAs post-test, co-varying pre-test scores), in order to demonstrate the impact of the program. The effect size was reckoned (Cohen’s d ). The results confirm statistically-significant differences in: Health-Related Quality of life, positive affect and mental health. The study provides an effective intervention tool which has been experimentally validated. The overall results allow for emphasizing the importance of the implementation of programs aimed at encouraging social and emotional learning throughout adolescence as protective resources in fostering emotional and behavioral adjustment in adolescents.

Suggested Citation

  • Javier Cejudo & Lidia Losada & Roberto Feltrero, 2020. "Promoting Social and Emotional Learning and Subjective Well-Being: Impact of the “Aislados” Intervention Program in Adolescents," IJERPH, MDPI, vol. 17(2), pages 1-13, January.
    • Handle: RePEc:gam:jijerp:v:17:y:2020:i:2:p:609-:d:310117
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    References listed on IDEAS

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    1. Ed Diener, 1994. "Assessing subjective well-being: Progress and opportunities," Social Indicators Research: An International and Interdisciplinary Journal for Quality-of-Life Measurement, Springer, vol. 31(2), pages 103-157, February.
    2. Sophie Brasseur & Jacques Grégoire & Romain Bourdu & Moïra Mikolajczak, 2013. "The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory," PLOS ONE, Public Library of Science, vol. 8(5), pages 1-8, May.
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    Cited by:

    1. Xiang Feng & Yaojia Wei & Xianglin Pan & Longhui Qiu & Yongmei Ma, 2020. "Academic Emotion Classification and Recognition Method for Large-scale Online Learning Environment—Based on A-CNN and LSTM-ATT Deep Learning Pipeline Method," IJERPH, MDPI, vol. 17(6), pages 1-16, March.
    2. María Ángeles García-Gil & Francisco-Ignacio Revuelta-Domínguez & María-Inmaculada Pedrera-Rodríguez & Jorge Guerra-Antequera, 2023. "Exploring Video Game Engagement, Social–Emotional Development, and Adolescent Well-Being for Sustainable Health and Quality Education," Sustainability, MDPI, vol. 16(1), pages 1-13, December.
    3. Ramón García-Perales & Ascensión Palomares-Ruiz & Lydia Ordóñez-García & Eduardo García-Toledano, 2022. "Rare Diseases in the Educational Field: Knowledge and Perceptions of Spanish Teachers," IJERPH, MDPI, vol. 19(10), pages 1-16, May.
    4. Celia Redondo-Rodríguez & José Alberto Becerra-Mejías & Guadalupe Gil-Fernández & Francisco José Rodríguez-Velasco, 2022. "Influence of Gamification and Cooperative Work in Peer, Mixed and Interdisciplinary Teams on Emotional Intelligence, Learning Strategies and Life Goals That Motivate University Students to Study," IJERPH, MDPI, vol. 20(1), pages 1-12, December.
    5. Unai Sáez de Ocáriz & Pere Lavega-Burgués, 2020. "Development and Validation of Two Questionnaires to Study the Perception of Conflict in Physical Education," IJERPH, MDPI, vol. 17(17), pages 1-16, August.

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