Authors: Edgar Guillermo Pulido Guerrero; Ana Dolores Vargas Sánchez
Addresses: Universidad de Santander, Santander, Colombia ' Universidad de La Sabana, Chía, Cundinamarca, Colombia
Abstract: The present study analysed the contributions of a B-learning training experience to the reduction of school conflicts in classrooms by encouraging cognitive-behavioural anger management techniques. Using a mixed concurrent nested dominant approach, research took place from 2015 to 2017 with 43 Colombian children between the ages of 8 and 14. Data was collected using a pre-test/post-test, checklists, observation logs, and a focus group. The findings showed satisfactory performance in the execution of the indicated techniques; these results were verified by Wilcoxon's Z test, showing a significant increase in the measurement of internal wrath control with both self-applied and hetero-applied instruments (−2,841 with sign. 0.004 in the hetero-applied instrument and −1,699 with sign. 0.089 in the STAXI-NA). Finally, an analysis of the qualitative results provides suggestions for improving the technical and pedagogical aspects.
Keywords: anger management; education; emotions; technology; cognitive behavioural techniques.
International Journal of Learning Technology, 2020 Vol.15 No.3, pp.219 - 233
Received: 08 May 2021
Accepted: 12 May 2021
Published online: 23 Dec 2020 *