Self-regulation as a strategy to improve emotional intelligence in secondary school students.

Abstract

At present, the lack of preparation or means to understand one's own emotions and those of other people, coupled with the time of crisis due to the COVID-19 pandemic, generates emotional self-regulation difficulties, affecting the teaching-learning process, since some teachers are unaware of the social and biological situation in which the students find themselves and focus only on transmitting a specific content of the subject, forgetting certain emotional aspects; Therefore, it is necessary to carry out an investigation to know some characteristics that must be taken into account at the time of a pedagogical intervention, with which a better academic and social development will be achieved, thus enhancing the learning of students in Secondary Education.