Recibido/Received: 29/06/2024 • Aprobado/Approved: 15/07/2024 • Publicado/Published: 31/07/2024

RODRIGUEZ BARBOZA, Jhonny 2

SÁNCHEZ AGUIRRE, Flor 3

ASTO JINEZ, Jacquelin 4

RUIZ VILLAVICENCIO, Ricardo 5

The development and evolution of students' personalities are significantly influenced by the concept of

emotional resilience, a dynamic and essential trait in contemporary society. Emotional resilience encompasses

the ability to perceive, evaluate, and effectively express emotions—both one's own and those of others—

adapting behavior accordingly (Goleman, 2000). This capability is not static but rather continuously shaped by

the societal milieu and cultural contexts in which individuals find themselves. Goleman (2000) provides a

compelling illustration of this phenomenon with a case study involving a nine-year-old boy at a local school who,

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

human capabilities (Mayer & Salovey, 1997). While initial studies began in the early 20th century, the concept of

EI has undergone significant reevaluation amidst critiques of postmodernity, particularly in light of prevalent

societal issues such as loneliness, aggression, bullying, low self-esteem, and familial breakdowns among students

(Greenspan, 1997). These behaviors underscore the urgent need for enhancing emotional awareness and

regulation to promote the overall well-being of students.

Mayer and Salovey (1997) define EI as a subset of social intelligence, encompassing the ability to recognize,

understand, and manage both one's own and others' emotions. This includes the capacity to discriminate

between emotions, utilize emotional information to guide thinking and behavior, and effectively navigate

interpersonal relationships. Goleman (2000) expands on this framework, emphasizing essential EI skills such as

self-motivation, resilience in the face of adversity, impulse control, mood regulation, empathetic understanding,

a strong correlation with learning outcomes. Yabar (2013) recommends promoting internships as an incentive to

improve pedagogical practice, while Imbero (2002) identifies five models of continuous training that support

internships: individually oriented training, observation evaluation, development and improvement of teaching,

training, and inquiry or research.

Elder and Paul (2012) propose conducting reflective critical dialogues with analytical and evaluative questions to

reflect and draw conclusions. Vygotsky (1982) also affirms that people engaged in reflective dialogue not only

reproduce this dialogue internally but also personalize and adapt it to their own context, favoring appropriate

creative reproduction.

The contexts described above highlight the need to improve the emotional component to enhance students'

performance through pedagogical practices such as school internships. The research question posed is: How do

strengthen these students' emotions (Darder & Bach, 2006). To this end, a literature review on emotional

strengthening and school internships has been conducted, finding studies that establish a positive relationship

between emotional intelligence and academic performance in various areas (Romero et al., 2022; Mata, 2021).

this skill. Additionally, Calderón & Azabache-Alvarado (2018) concludes that emotional education strategies

improve young people's emotional intelligence. Furthermore, Suárez and Vélez (2018) highlight the importance

of childhood and adolescence in acquiring emotional habits fundamental to personal development.

and autonomy. Internships are considered an effective way to develop skills in context, introducing students to

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

students' emotions, thus improving their academic and personal performance.

numerical evaluation processes. The data obtained will be used to test the research hypotheses (Sánchez, 2019).

The study design is experimental in its pre-experimental version, characterized by the implementation of a

pretest and a posttest to analyze real situations with variable manipulation (Hernández & Mendoza, 2018). A

non-probabilistic intentional sampling was used to select the sample of 54 students from the "A" and "B"

classrooms of the fifth grade of primary education. The method employed was observation, and the device used

The collected data were tabulated in programs like Excel and Word to obtain the statistical section. The Mann-

The research development was based on the General Research Regulations proposed by Universidad César

Vallejo. Informed consent was obtained from the participants, who agreed to participate in the evaluation and

use their results in the research. The protection of the persons, dignity, identity, and human freedom, as well as

Here are the inferential results obtained from the questionnaire administered to the surveyed students. Due to

the nature of the variables evaluated by the instruments used, the statistical method of Mann-Whitney U was

chosen. This methodology allows determining the influence of school internships on strengthening emotions in

students belonging to the "A" and "B" classrooms of the 5th grade of primary education.

The formulation of two hypotheses distinguishes school internships from the emotional strengthening of primary

education students. According to the null hypothesis (Ho), the implementation of school internships during the

year 2024 will not have a significant impact on the emotional strengthening of students in a private educational

institution. In contrast, the alternative hypothesis (H1) holds that school internships significantly influence the

emotional strengthening of these students. To evaluate these hypotheses, appropriate statistical methods such

as the Mann-Whitney U test will be used, allowing the identification of significant differences between the group

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

Mann-Whitney U: School Internships

and Emotional Strengthening

Table 2 presents the results of Mann-Whitney U and Wilcoxon tests comparing emotional strengthening scores

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

differences between the groups, with Mann-Whitney U and Wilcoxon W values of 245,000 and 707,000

before and after applying the pedagogy of listening. Initially, the pretest data indicated no statistically significant

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

the emotional strengthening of primary school students in a private educational institution in 2024. This study is

based on the theories of Bisquerra (2001), who details the stages of emotional development, and demonstrates

that infants can recognize emotions from a very early age. Additionally, Bericat (2012) argues that emotions are

not innate but constructed over time through neurological processes influenced by the environment.

The results of this research indicate that the implementation of school internships has a significant impact on

the emotional strengthening of students. This finding is consistent with previous studies, such as Noriega (2022),

0.05, confirming its positive effect on students' emotions. This supports the idea that practical experiences allow

students to connect and apply their theoretical knowledge, strengthening their emotional and social

of 0.021 < 0.05, indicating a significant difference between the control and experimental groups. This finding

significance of 0.012 < 0.05, indicating its significant impact on emotional strengthening. These results are

congruent with Noriega (2022), who highlighted the effectiveness of didactics in improving emotional

intelligence. The didactics of doing facilitates the practical application of knowledge, allowing students to

assimilate content more quickly and effectively, which is reflected in a strengthening of their emotions and social

skills.

Regarding the pedagogy of listening, the results indicated a significance value of 0.002 < 0.05, demonstrating its

significant influence on students' emotions. This finding coincides with Romero et al., (2022), who highlighted

the positive relationship between emotional intelligence and academic performance. The ability to listen actively

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

disappointments, control impulses, and show empathy are critical skills.

However, despite the similarities in results, this research is distinguished by its specific focus on school

students' emotions, aligning with previous studies and providing new evidence of their effectiveness in the

educational context. This underscores the need to implement well-structured internship programs supported by

a pedagogy of listening and the didactics of doing to promote the holistic development of students.

the emotional strengthening of primary school students. The results obtained from the inferential analyses

support this conclusion, showing significant differences between the control and experimental groups. These

findings underscore the effectiveness of internships as a pedagogical tool that not only facilitates the acquisition

of practical knowledge but also contributes to the emotional development of students (Petrides et al., 2004),

enhancing their ability to recognize, value, and express their emotions.

intelligence, such as those proposed by Mayer and Salovey (1997) and Goleman (2001 This aligns with the theory

that combines various pedagogical strategies. Daily observation and attention to the individual needs of students

are fundamental to maximizing the emotional benefits of internships.

into the primary education curriculum (Arellano & Cerda, 2006). Given the demonstrated positive impact on

students' emotional development, it is imperative that educational systems recognize and value these practices

as essential components of the educational process. Implementing well-structured internship programs

supported by a pedagogy of listening and the didactics of doing will not only improve academic performance but

also foster healthier and more balanced emotional development in students, better preparing them for future

challenges.

BALDEÓN DE LA CRUZ P. et al. «Effectiveness of school internships on the emotional well-being

of english students»

Calderón, C., & Azabache-Alvarado, K. (2018). Técnicas de educación emocional en la inteligencia emocional de

Darder, P. y Bach, E. (2006). Aportaciones para repensar la teoría y la práctica educativas desde las emociones.

Drumond, V. (2019). Estágio e docência na Educação Infantil: questões teóricas e práticas. Olhar de Professor,

Elder & Paul (2012), El arte de formular preguntas esenciales. Bolsilibro basado en conceptos de pensamiento

Imbero, F. (2002) La investigación educativa como herramienta de formación del profesorado. Reflexión y

Jacinto, C. & Millenaar, V. (2007). Las relaciones entre escuelas y empresas: un camino con nuevos desafíos en

Lasida, J. (2004). Estrategias para acercar a los jóvenes al trabajo. Serie Tendencias y Debates, 1(2), 1-61.

Malaguzzi, L. (2011). La educación infantil en Reggio Emilia. Edit. Octaedro.

Malpica, F. (2013) 8 ideas clave. Calidad de la práctica educativa. Referentes, indicadores y condiciones para

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Romero, S., Hernández, I., Barrera, R., & Rojas, A. (2022). Inteligencia emocional y desempeño académico en el

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