The role of emotions in the learning process: a miracle of socio-economic education
DOI:
https://doi.org/10.69821/constellations.v4i1.93Keywords:
Emotional education, Emotional intelligence, School climate, Self-regulation, Teacher empathyAbstract
This article examines the essential paper of emotions in the teaching-learning process from the perspective of socio-economic education. Through a qualitative documentary review, it is argued that emotions are not their peripheral aspects, but rather central elements that affect cognitive processes such as attention, memory and motivation. Identify five themes: the relationship between emotion and cognition; the loss of socio-economic skills such as empathy, self-consciousness and self-regulation; the influence of the environmental climate of the room; the availability of economically competent training courses; and the paper of educational policies in the integration of these institutions. If an emotionally positive environment improves comfort and performance, it will limit significant learning. The educational role is significant as an active mediator, more than just the transmission of content. To finalize, consider the traditional educational model to address the economic dimension and propose to incorporate transversal education into the curriculum, educational training and school management. This integration is urgent to build more empathetic, human and effective educational systems
Downloads
References
Akhmedjanova, D. (2024). Domain-specific self-efficacy scales for elementary and middle school students. Psychology in Russia State of Art, 17(1), 45-66. https://doi.org/10.11621/pir.2024.0103 DOI: https://doi.org/10.11621/pir.2024.0103
Al-leimon, O., Pan, W., Jaber, A.-R., Al-leimon, A., Jaber, A. R., Aljahalin, M., & Dardas, L. (2025). Reels to Remembrance: Attention Partially Mediates the Relationship Between Short-Form Video Addiction and Memory Function Among Youth. Healthcare, 13(3), 252. https://doi.org/10.3390/healthcare13030252 DOI: https://doi.org/10.3390/healthcare13030252
Bakhtiarizadeh, M., & Seyedtabaei, S. (2025). Comparison of personality abilities and self-suppression in women applying for divorce and non-applicant women. Shenakht Journal of Psychology and Psychiatry. 11(5) 147-157. https://doi.org/10.32598/shenakht.11.5.147 DOI: https://doi.org/10.32598/shenakht.11.5.147
Benavidez, V., & Flores, R. (2019). La importancia de las emociones para la neurodidáctica. Wimb lu, 14(1), 25-53. https://doi.org/10.15517/wl.v14i1.35935 DOI: https://doi.org/10.15517/wl.v14i1.35935
Bisquerra, R. (2011). Educación emocional. Propuestas para educadores y familias. Bilbao: Desclée de Brower, 100-105. https://otrasvoceseneducacion.org/wp-content/uploads/2019/04/Educaci%C3%B3n-Emocional.-Propuestas-para-educadores-y-familias-Rafael-Bisquerra-Alzina-2.pdf
Brink, F., Vollmann, M., & Tick, N. (2024). Disruptive student behavior and emotional exhaustion in dutch primary special education teachers: the mediating role of teachers' competence beliefs. Psychology in the Schools, 62(3), 920-930. https://doi.org/10.1002/pits.23365 DOI: https://doi.org/10.1002/pits.23365
Busquets, M. (2019). Descubriendo la importancia ética del cuidado. Folia humanística, (12), 20-39. https://revista.proeditio.com/foliahumanistica/article/download/1290/2227 DOI: https://doi.org/10.30860/0053
Calandri, E., Mastrokoukou, S., Marchisio, C., Monchietto, A., & Graziano, F. (2025). Teacher emotional competence for inclusive education: a systematic review. Behavioral Sciences, 15(3), 359. https://doi.org/10.3390/bs15030359 DOI: https://doi.org/10.3390/bs15030359
Carballo-Marquez, A., Ampatzoglou, A., Rojas-Rincón, J., Garcia-Casanovas, A., Garolera, M., Fernández-Capo, M., & Porras-García, B. (2025). Improving Emotion Regulation, Internalizing Symptoms and Cognitive Functions in Adolescents at Risk of Executive Dysfunction—A Controlled Pilot VR Study. Applied Sciences, 15(3), 1223. https://doi.org/10.3390/app15031223 DOI: https://doi.org/10.3390/app15031223
CASEL. (2020). What is SEL? Collaborative for Academic, Social, and Emotional Learning. https://casel.org/what-is-sel/
Catalano, M., Vecchio, G., & Perucchini, P. (2022). The role of teachers' intelligence conceptions, teaching beliefs and self-efficacy on classroom management practices. Ricerche Di Psicologia, (1), 1-19. https://doi.org/10.3280/rip2022oa13394 DOI: https://doi.org/10.3280/rip2022oa13394
Chew, J. H. S., Ngooi, J. W., Du, R., Chan, P. Z., Jansson, M., Zhu, B., Cao, Y., Ngo, C., Foo, R., Shabbir, A., Ho, D., Sevdalis, N., & Ngiam, K. Y. (2025). Empowering weight loss through a self-regulation app-based program on weight loss among young adults with excess body weight: A pragmatic randomized controlled trial (Preprint). https://doi.org/10.2196/preprints.71801 DOI: https://doi.org/10.2196/preprints.71801
Clemens, N., Mason, S., & O’Donnell, K. (2023). Language and self-regulation: interrelated sources of disparities in reading achievement and opportunities for reducing inequity. School Psychology, 38(1), 15-29. https://doi.org/10.1037/spq0000522 DOI: https://doi.org/10.1037/spq0000522
de la Cruz Hernández, R., Morales Cruz, A. del C., González Argote, J., & Roman-Acosta, D. (2025). Evolution of the concept of mental health in the 21st century. In (Ed.), & V. E. Varas Violante, Philosophical and social perspectives on mental health (pp. 22-59). Editorial PLAGCIS. https://doi.org/10.69821/PLAGCIS.6.c21 DOI: https://doi.org/10.69821/PLAGCIS.6.c21
Ding, K., Li, C., Li, Y., & Li, H. (2023). Partner’s emotions are associated with preschoolers’ prefrontal activation under joint attention: an fnirs evidence. Psychophysiology, 60(12). https://doi.org/10.1111/psyp.14398 DOI: https://doi.org/10.1111/psyp.14398
Domingo, B. (2021). Competencia emocional en maestros de educación infantil y primaria: fuentes de variabilidad y sugerencias de mejora. Revista Electrónica Interuniversitaria De Formación Del Profesorado, 24(2). https://doi.org/10.6018/reifop.450111 DOI: https://doi.org/10.6018/reifop.450111
Erniyati, Y., & Putra, P. H. (2022). EFL students’ motivation on learning English: What can we learn from them?. JOALL (Journal of Applied Linguistics and Literature), 7(1), 215-231. doi:10.33369/joall.v7i1.19867 DOI: https://doi.org/10.33369/joall.v7i1.19867
Ferreira, M., Reis-Jorge, J., & Olcina‐Sempere, G. (2025). Social and emotional learning - Portuguese and Spanish teachers’ representations and classroom practices. Frontiers in Education, 9. https://doi.org/10.3389/feduc.2024.1461964 DOI: https://doi.org/10.3389/feduc.2024.1461964
Fiori, M. and Ortony, A. (2021). Initial evidence for the hypersensitivity hypothesis: emotional intelligence as a magnifier of emotional experience. Journal of Intelligence, 9(2), 24. https://doi.org/10.3390/jintelligence9020024 DOI: https://doi.org/10.3390/jintelligence9020024
Gabuardi, V. (2022). La incorporación del aprendizaje social y emocional en nuestras aulas. Revista internacional de pedagogía e innovación educativa, 2(1), 281-302. https://editic.net/journals/index.php/ripie/article/download/112/104 DOI: https://doi.org/10.51660/ripie.v2i1.65
Gao, J., Jia, L., Wen, S., Jia, Y., Li, G., & Liu, H. (2024). The influence of emotional feedback material type on attentional capture at different presentation times. Plos One, 19(9), e0310022. https://doi.org/10.1371/journal.pone.0310022 DOI: https://doi.org/10.1371/journal.pone.0310022
García, S. (2019). Aprendiendo desde la emoción. Infancias imágenes, 18(2), 285-294. https://dialnet.unirioja.es/descarga/articulo/7136690.pdf DOI: https://doi.org/10.14483/16579089.14532
Güler, B., & Günseli, E. (2025). The Mosaic of Experience: How Individual Differences in Attention and Working Memory Shape Event Segmentation. https://doi.org/10.31234/osf.io/tsnmx DOI: https://doi.org/10.31234/osf.io/tsnmx
Hiroshi, E. (2024). The relationship between physical activity and academic achievement among elementary school children in japan. IJPERS, 2(1), 13-24. https://doi.org/10.47604/ijpers.2278 DOI: https://doi.org/10.47604/ijpers.2278
Jennings, P. y Greenberg, M. (2009). El aula prosocial: Competencia socioemocional docente en relación con los resultados del alumnado y del aula. Revisión de la investigación educativa, 79 (1), 491-525. https://bibliotecadigital.mineduc.cl/bitstream/handle/20.500.12365/17472/jennings2009.pdf?sequence=1&isAllowed=y
Jiang, Y., & Zhang, L. (2021). University Teachers' Teaching Style and Their Students' Agentic Engagement in EFL Learning in China: A Self-Determination Theory and Achievement Goal Theory Integrated Perspective. Frontiers in Psychology, 12, 704269. doi:10.3389/fpsyg.2021.704269 DOI: https://doi.org/10.3389/fpsyg.2021.704269
Ju, E., Qi, H., Qu, G., Luo, Y., Li, Y., & You, X. (2025). What Is the Association Between Teachers’ Autonomous Motivation, Controlled Motivation and Students’ Emotional Well‐Being? A Multilevel Mediation Analysis. European Journal of Education, 60(1). https://doi.org/10.1111/ejed.70012 DOI: https://doi.org/10.1111/ejed.70012
Kankaras, M., y Suarez, J. (2019). Marco de evaluación del Estudio de la OCDE sobre Habilidades Sociales y Emocionales. Documentos de trabajo sobre educación de la OCDE, (207), 001-109. https://search.proquest.com/openview/89155f9ea967555870aeae4a163ebf4d/1?pq-origsite=gscholar&cbl=54479
Kim, J., Kim, E., & Lee, I. (2021). Influence of self-esteem of middle school students for mental care on academic achievement: based on the mediation effect of grit and academic enthusiasm. International Journal of Environmental Research and Public Health, 18(13), 7025. https://doi.org/10.3390/ijerph18137025 DOI: https://doi.org/10.3390/ijerph18137025
Kuyken, W., Ball, S., Crane, C., Ganguli, P., Jones, B., Montero‐Marín, J., … & Williams, J. (2022). Effectiveness of universal school-based mindfulness training compared with normal school provision on teacher mental health and school climate: results of the myriad cluster randomised controlled trial. Evidence-Based Mental Health, 25(3), 125-134. https://doi.org/10.1136/ebmental-2022-300424 DOI: https://doi.org/10.1136/ebmental-2022-300424
Lalrinpuii, V., Ngente, L., Rohlupuia, M., & Zothansangi, A. (2024). Academic achievement motivation of secondary school students in Aizawl City in relation to type of management of school. International Journal for Multidisciplinary Research, 6(6). https://doi.org/10.36948/ijfmr.2024.v06i06.31198 DOI: https://doi.org/10.36948/ijfmr.2024.v06i06.31198
Liu, X. (2023). Examining student burnout causes among English as a foreign language students: focus on school climate and student growth mindset. Frontiers in psychology, 14, 1166408. doi:10.3389/fpsyg.2023.1166408 DOI: https://doi.org/10.3389/fpsyg.2023.1166408
López, V., y San Martín, N. (2021). Repensar la formación inicial docente desde una dimensión socioemocional. Revista Educación, 45(1), 1-9. https://opac5.scielo.sa.cr/j/edu/a/YbHQkkhVXSXp7pwY5vZwR6t/?lang=es&format=pdf
Lyanda, J. N., & Owidi, S. (2025). Affective Pedagogy and Emotional Intelligence in Online Learning: Enhancing Teacher-Student Relationships. Research Journal of Education, Teaching and Curriculum Studies, 3(1), 15–25. https://doi.org/10.58721/rjetcs.v3i1.891 DOI: https://doi.org/10.58721/rjetcs.v3i1.891
Ma, W., Yang, W., & Bu, Q. (2024). Interconnected factors in EFL engagement: classroom climate, growth mindset, and achievement goals. Frontiers in Psychology, 15, 1353360. doi:10.3389/fpsyg.2024.135336 DOI: https://doi.org/10.3389/fpsyg.2024.1353360
Nonweiler, J., Vives, J., Barrantes‐Vidal, N., & Ballespí, S. (2024). Emotional self-knowledge profiles and relationships with mental health indicators support value in ‘knowing thyself’. Scientific Reports, 14(1). https://doi.org/10.1038/s41598-024-57282-w DOI: https://doi.org/10.1038/s41598-024-57282-w
Nwoko, J., Emeto, T., Malau‐Aduli, A., & Malau‐Aduli, B. (2023). A systematic review of the factors that influence teachers’ occupational wellbeing. International Journal of Environmental Research and Public Health, 20(12), 6070. https://doi.org/10.3390/ijerph20126070 DOI: https://doi.org/10.3390/ijerph20126070
Ponce, R., Luján, E., Sarmiento, Á., & Beut, J. (2023). Emotional competences of primary education teachers: a need in school post covid-19. European Journal of Investigation in Health Psychology and Education, 13(10), 1961-1985. https://doi.org/10.3390/ejihpe13100141 DOI: https://doi.org/10.3390/ejihpe13100141
Rivas, E. O., Chiappe, A., & Sagredo, A. V. (2025). Cybernetics of self-regulation, homeostasis, and fuzzy logic: foundational triad for assessing learning using artificial intelligence. Ensaio, 33(126). https://doi.org/10.1590/s0104-40362025003304918 DOI: https://doi.org/10.1590/s0104-40362025003304918
Roffey, S. (2012). Pupil wellbeing—Teacher wellbeing: Two sides of the same coin?. Educational and child psychology, 29(4), 8. https://www.sueroffey.com/wp-content/uploads/import/32-Roffey%20ECP29-4.pdf DOI: https://doi.org/10.53841/bpsecp.2012.29.4.8
Rogon, M. A. J., & Manguilimotan, Y. B. (2025). Teacher-student relationship and academic emotions as predictors of learning attitude of students in science. EPRA International Journal of Multidisciplinary Research, 1120–1127. https://doi.org/10.36713/epra19952 DOI: https://doi.org/10.36713/epra19952
Rytioja, M., Lappalainen, K., & Savolainen, H. (2024). Peer groups, academic achievement and the behaviour of elementary school‐aged children: a strength‐based perspective. Infant and Child Development, 33(4). https://doi.org/10.1002/icd.2489 DOI: https://doi.org/10.1002/icd.2489
Sabaliauskas, S., Gražulis, D., Žilinskienė, N., & Kaukėnas, T. (2025). Metacognitive strategies improve self-regulation skills in expert sports coaches. Dental Science Reports, 15(1). https://doi.org/10.1038/s41598-025-86606-7 DOI: https://doi.org/10.1038/s41598-025-86606-7
Saputra et al. (2023) Saputra, et al. (2023). The correlation of students’ motivation and english learning achievement. Teaching English and Language Learning English Journal (Telle). doi:10.36085/telle.v3i1.5566 DOI: https://doi.org/10.36085/telle.v3i1.5566
Shahab, S., Habib, A., Abdul Aziz, Z., & Mohd Ayub, A. F. (2025). The Influence of Emotional Intelligence on Effective Teaching and Classroom Management: A Comparative Study of Pakistan and Developed Nations. The Critical Review of Social Sciences Studies, 3(1), 1035–1051. https://doi.org/10.59075/j74rma84 DOI: https://doi.org/10.59075/j74rma84
Shan, X. and DAPAT, D. (2024). Emotional intelligence of chinese teachers and its impact on classroom dynamics and student engagement. Journal of Education and Educational Research, 11(2), 32-57. https://doi.org/10.54097/q4d7xk92 DOI: https://doi.org/10.54097/q4d7xk92
Singh, S. S., Kumar, S., & Singh, V. (2025). Parenting style and emotional intelligence as the predictors of academic buoyancy among the senior secondary students. Journal of Education and Learning, 19(1), 103–111. https://doi.org/10.11591/edulearn.v19i1.21283 DOI: https://doi.org/10.11591/edulearn.v19i1.21283
Stover, J., Bruno, F., Uriel, F., y Fernández, M. (2017). Teoría de la Autodeterminación: una revisión teórica. https://ri.conicet.gov.ar/bitstream/handle/11336/73304/CONICET_Digital_Nro.81775459-d650-4f41-b739-fbcfcf2ee37f_A.pdf?sequence=2&isAllowed=y
Suescun, A., Mendoza, C., & Quintero, N. (2024). Potenciando la educación básica secundaria y media. Revista Digital De Investigación Y Postgrado, 5(9), 93-106. https://doi.org/10.59654/2m728d64 DOI: https://doi.org/10.59654/2m728d64
Tena, F. (2020). Psicoeducación y salud mental. Revista científico sanitaria, 4(3), 36-45. https://revistacientificasanum.com/wp-content/uploads/Vol4n3/Vol4n3-Articulos-PDF/sanum_v4_n3_a5.pdf
UNESCO. (2020). Marco de competencias de los docentes en materia de TIC. UNESCO.
Vahedi R, Mahdinya S, khanmmohammadi otaghsara A (2024). The Effectiveness of Acceptance and Commitment Therapy on Self-Compassion and Distress Tolerance in Women with Cardiovascular Diseases. Shenakht Journal of Psychology and Psychiatry; 11 (5)62-75. https://doi.org/10.32598/shenakht.11.5.62 DOI: https://doi.org/10.32598/shenakht.11.5.62
Varas Violante, V. E. (2025). Philosophical and social perspectives on mental health. Editorial PLAGCIS. https://doi.org/10.69821/PLAGCIS.6 DOI: https://doi.org/10.69821/PLAGCIS.6
Wentzel, K., Jablansky, S., & Scalise, N. (2021). Peer social acceptance and academic achievement: a meta-analytic study.. Journal of Educational Psychology, 113(1), 157-180. https://doi.org/10.1037/edu0000468 DOI: https://doi.org/10.1037/edu0000468
Williams, K., Berthelsen, D., & Laurens, K. (2022). Academic resilience from school entry to third grade: child, parenting, and school factors associated with closing competency gaps. Plos One, 17(11), e0277551. https://doi.org/10.1371/journal.pone.0277551 DOI: https://doi.org/10.1371/journal.pone.0277551
Yanagi, Y. (2023). Examining the moderating effects of school factors on sense of acceptance and mental health: a multilevel analysis. Child Abuse Review, 33(1). https://doi.org/10.1002/car.2844 DOI: https://doi.org/10.1002/car.2844
Yang, S., & Sato, M. (2025). Unlocking language teacher wellbeing amid curriculum reform: A focus on emotion. Language Teaching Research. https://doi.org/10.1177/13621688241312961 DOI: https://doi.org/10.1177/13621688241312961
Yengkopiong, J. P. (2025). The Way Forward for Secondary School Students: The Role of Self-Determination Theory and Intrinsic Motivation. East African Journal of Education Studies, 8(1), 288–299. https://doi.org/10.37284/eajes.8.1.2643 DOI: https://doi.org/10.37284/eajes.8.1.2643
Zou, L., Luo, Y., & Xie, J. (2023). The influence of teachers' intrinsic motivation on students' intrinsic motivation: The mediating role of teachers' motivating style and teacher‐student relationships. Psychology in the Schools, 60(3), 456-472. doi:10.1002/pits.23050 DOI: https://doi.org/10.1002/pits.23050
Downloads
Published
Issue
Section
License
Copyright (c) 2025 María Margarita Delgado Palma, Katty Maribel Piguave Delgado, Karen Julissa Posligua Burgos, Katty Maribel Piguave Delgado (Autor/a)

This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License 4.0 that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.