Emotional Regulation in Education: A Proposal for Classification and Conceptual Integration in Educational Practice
DOI:
https://doi.org/10.15359/ree.30-1.21273Keywords:
Emotional regulation, emotional education, theoretical models, pedagogical intervention, SDG 4, quality educationAbstract
Introduction. Emotional regulation has become a central focus in education due to its close relationship with student well-being, school climate, and learning processes, particularly in a context of increasing demand for socio-emotional support in schools. Purpose. This essay aims to propose a functional and operational classification of the main theoretical models of emotional regulation, oriented toward their applicability in educational contexts. Discussion. Drawing on a critical analysis of the main theoretical models of emotional regulation, four core approaches are identified and examined: relational, cognitive-metacognitive, socio-emotional competency-based, and clinical-applied. Their conceptual foundations, tensions, and convergences are analyzed, along with shared principles that support an integrated understanding. In addition, the need to move beyond a linear translation from theory to practice is emphasized, acknowledging that the pedagogical implementation of these models is context-sensitive and grounded in reflective practice. Conclusions. The integration of these approaches does not follow a prescriptive logic; rather, it constitutes a guiding framework that must be reinterpreted by educational teams according to their specific contexts. This classification supports more informed pedagogical decision-making and opens future lines of research on its applicability in diverse educational settings, particularly within Latin American contexts.
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