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Analysis of institutional authors

Edgar Cabanas DíazAuthorJara Gonzalez LamasAuthor

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May 17, 2021
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Felicidad y educación: déficits científicos y sesgos ideológicos de la “educación positiva”

Publicated to:TEORÍA DE LA EDUCACIÓN. REVISTA INTERUNIVERSITARIA. 33 (2): 65-85 - 2021-01-01 33(2), DOI: 10.14201/teri.25433

Authors: Cabanas Díaz, Edgar; González Lamas, Jara

Affiliations

Universidad Camilo Jose Cela - Author

Abstract

El interés generado por la “educación positiva” ha crecido de forma exponencial en las últimas dos décadas. Presentado como un nuevo movimiento científico llamado a sustituir enfoques tradicionales o remediales en materia de intervención educativa, el argumento principal del movimiento es que la felicidad y la enseñanza de habilidades positivas son factores fundamentales para prevenir problemas de salud mental, mejorar el aprendizaje o promover el rendimiento escolar. En paralelo a este crecimiento, las críticas dirigidas a la educación positiva han sido también crecientes y numerosas, destacando no sólo aquellas procedentes de terceros, sino las procedentes desde el propio movimiento.  Todas estas críticas ponen en duda la solidez y la utilidad de la educación positiva. El objetivo de este trabajo es ofrecer una mirada panorámica e integradora de estas críticas con el fin de facilitar una mayor comprensión de los principales problemas y limitaciones del movimiento. Estos problemas se organizan en torno a dos bloques temáticos principales: científicos e ideológicos. Dentro de los déficits científicos, el trabajo destaca la ausencia de un marco teórico general y la falta de evidencia acumulada, las notables limitaciones conceptuales y metodológicas en torno a constructos principales y la moderada eficacia, así como la baja generalizabilidad de sus intervenciones clave.  Dentro del bloque ideológico, se abordan los principales sesgos y asunciones que subyacen el movimiento, tales como el marcado carácter individualista, descontextualizado y universalista del mismo. Para terminar, el artículo concluye con una breve reflexión en torno a la educación positiva y sus implicaciones en el ámbito de la educación. 

Keywords

Critical review.EducationHappinessInterventionPositive education

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal TEORÍA DE LA EDUCACIÓN. REVISTA INTERUNIVERSITARIA due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2021, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations from Scopus Elsevier, it yields a value for the Field-Weighted Citation Impact from the Scopus agency: 1.67, which indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Field Citation Ratio (FCR) from Dimensions: 11.73 (source consulted: Dimensions Aug 2025)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-08-03, the following number of citations:

  • WoS: 3
  • Scopus: 9

Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-08-03:

  • The use, from an academic perspective evidenced by the Altmetric agency indicator referring to aggregations made by the personal bibliographic manager Mendeley, gives us a total of: 17.
  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 36 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

  • The Total Score from Altmetric: 32.85.
  • The number of mentions on the social network X (formerly Twitter): 42 (Altmetric).

It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

  • The work has been submitted to a journal whose editorial policy allows open Open Access publication.
  • Additionally, the work has been submitted to a journal classified as Diamond in relation to this type of editorial policy.

Leadership analysis of institutional authors

There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (CABANAS DIAZ, EDGAR) and Last Author (GONZALEZ LAMAS, JARA).