La influencia de los talleres de pintura en el desarrollo de la autorregulación de las emociones de los estudiantes de primero de bachillerato

Abstract

Abstract: Emotional regulation is essential for effective academic performance; therefore, the present study, employing a quasi-experimental design, aimed to analyze whether painting workshops influence the emotional self-regulation of first-year high school students. The study was conducted at the Natalia Jarrín Educational Unit. The study involved an intentional sample of 40 students. The Difficulties in Emotion Regulation Scale (DERS) was administered as a pretest to assess participants initial level of emotional regulation. Subsequently, the art-based workshop I Paint What I Feel was implemented through four structured sessions focused on the identification, expression, and symbolic transformation of emotions using painting as a pedagogical medium. After the intervention, the ERS-ACA scale was applied as a posttest to analyze changes in emotional regulation strategies. The findings revealed significant improvements in emotional awareness, adaptive coping strategies, and self-confidence. In conclusion, the study confirms that painting is a relevant and effective pedagogical strategy for fostering students holistic development within the school context.