LA EMOCIONALIDAD EN EL PROCESO DE ENSEÑANZA Y APRENDIZAJE Y SU INCIDENCIA EN EL RENDIMIENTO ACADÉMICO DESDE LA ASIGNACIÓN DE EDUCACIÓN FÍSICA

Abstract

This study presents the findings of action research conducted on the concept of emotionality in a public school educational setting. The main objective of the research is to examine the implications of "emotionality in the classroom" on students' motivation and self-regulation in collaborative learning environments among sixth grade students. This research involved the implementation of pedagogical interventions aimed at fostering the enhancement of self-regulation skills as well as improving academic performance and emotional well-being in the context of teamwork in physical education. Data collection procedures encompassed non-participant observation, questionnaire administration and surveys. The results derived from this study have the potential to equip physical education instructors with effective strategies and suggestions for cultivating a positively charged emotional climate, increasing students' motivation, and fostering their ability to self-regulate their learning experiences during collaborative tasks. Ultimately, this research effort is intended to enrich the current understanding of the influence of emotionality in the classroom on the educational process and students' holistic growth.