{rfName}
Em

Indexed in

License and use

Citations

Altmetrics

Analysis of institutional authors

Benito Ambrona, TamaraAuthorDe Pablo Gonzalez, Gema MariaAuthorMessina-Albarenque C, De Andrés-Viloria C, De Pablo-González G, Benito-Ambrona TAuthor
Share
Publications
>
Article

Emotional education: A critical review of the voices against its implementation in schools

Publicated to:Environment and Social Psychology. 9 (3): - 2024-01-01 9(3), DOI: 10.54517/esp.v9i3.1920

Authors: Messina-Albarenque C; de Andrés-Viloria C; de Pablo-González G; Benito-Ambrona T

Affiliations

Universidad Autónoma de Madrid - Author

Abstract

The uncertainty, constant changes and growing diversity that characterize the societies in which we live have a considerable impact on people's lives. Education is no stranger to this situation and, aware of its responsibility and social function of training for life, has echoed the recommendations to promote the development of emotional skills. However, there are voices critical of this initiative considering that they respond to the interest of maintaining a neoliberal economic-social order. The purpose of this article is to deepen our knowledge of these critical positions and to present a rationale for Emotional Education that includes and contextualises them, to conclude with a reflection on the need to reconci le the different views and perspectives for the benefit of the integral personal development of individuals and society. To meet the objective of this proposal a systematic literature review was carried out in the PsycInfo, Education database, Dialnet, ERIC and Scielo databases, and 14 scientific publications in specialized journals and 3 books that responded to the objective of the study were selected. As a result of the analyses of the literature we have made a categorisation of the criticisms into six areas: political, educational, psychological, sociological, philosophical, and, to a lesser extent, linguistic. The need to reconcile different perspectives for the implementation of EE in schools and the importance of teacher training for this purpose is discussed. Finally, the implications of the criticism are pointed out as well as future lines of research.

Keywords
Emotional educationEmotional intelligenceEmotionsPersonal development

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Environment and Social Psychology, Q4 Agency Scopus (SJR), its regional focus and specialization in Neuropsychology and Physiological Psychology, give it significant recognition in a specific niche of scientific knowledge at an international level.

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 2025-05-22:

  • 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: 22 (PlumX).

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.
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 (MESSINA ALBARENQUE, CLAUDIA) .