Self-awareness emotional learning during mediation procedures in the school context

Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 75 - h p://dx.doi.o g/10.14204/ej ep.41.15175 Sel -awa eness emo ional lea ning du ing media ion p ocedu es in he school con ex Sa a Iba ola-Ga cía1, Concha I ia e2, Mai e Azná ez- Sanado 3 1 2 3 Facul ad de Educación y Psicología, Uni e sidad de Na a a, Pamplona Spain Co espondencia: Concha I ia e. Campus Uni e sidad de Na a a. Edi icio de Biblio ecas. C.P 31009. Pam- plona. España. E-mail: ci ia e@una .es © Educa ion y Psychology I+D+i and Ilus e Colegio O icial de la Psicología de Andalucía O ien al Sa a Iba ola e al. 76 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 Abs ac In oduc ion. S udies s ess he impo ance o emo ions in con lic , desc ibing how hey in luence any media ion p ocess. Resol ing con lic s equi es emo ional abili ies and i usually implies emo ion- al lea ning. One o he main objec i es o his pape is o be e unde s and he ole o emo ions in media ion p ocesses: how hey impac his p ocess and wha emo ional aspec s a e de eloped h ough hem. A e iew o he heo e ical amewo k o media ion ela ed o his speci ic issue and he esul s o an empli ical s udy based on he emo ional expe ience o media ion p ocesses a e p esen ed. Me hod. An ad hoc ques ionnai e was c ea ed in o de o assess pe cei ed emo ional lea ning gains a e a media ion p ocess. Fo his pu pose, a o al o 46 eache s media o s, 33 pee media o s and 23 media ed s uden s pa icipa ed in he s udy (n=102). Resul s. The ques ionnai e allowed o s udy he le el o pe cei ed lea ning gain in wo di e en ia ed dimensions: emo ional awa eness and emo ional egula ion. All g oups ( eache media o s, pee medi- a o s and media ed s uden s) pe cei ed a high le el o emo ional lea ning, indican ing he e ec i e- ness o he media ion p ocess. No di e ences in pe cei ed emo ional lea ning gains we e ound among g oups (p= .56). Howe e , al hough lea ning imp o emen s we e pe cei ed in bo h dimen- sions, he le el o pe cei ed lea ning gain in emo ional egula ion was signi ican ly highe han ha pe cei ed in o emo ional awa eness (p= .002). On he o he hand, a shi om nega i e o posi i e emo ions du ing he p ocess o media ion was ound in pupils media ed. Discussion and Conclusion. Media ion is a s a egy ha p omo es emo ional lea ning o all o hose who ake pa in i . This s udy highligh s he impo ance o media ion p ocesses in de eloping emo- ional lea ning. Two main aspec s o emo ional lea ning, which we e p omo ed by media ion, we e iden i ied in his s udy: emo ional awa eness and emo ional egula ion. I is conside ed ha lea ning how o manage emo ions should be p esen in any media o ’s aining cou se, since a s able esolu ion o con lic s depends on an adequa ed managemen o emo ions. Keywo ds: School media ion, Con lic esolu ion, emo ional lea ning,pee media o , eache media o , media ed s uden s. Recep ion: 15.12.24 Ini ial accep ance: 16.10.21 Final accep ance: 16.02.07 Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 77 - h p://dx.doi.o g/10.14204/ej ep.41.15175 Resumen In oducción. Los es udios sub ayan la cen alidad de las emociones en el con lic o, lo que ha lle ado a es udia las en elación con el p oceso de mediación. Es e abajo ealiza una sín esis de las p incipales in es igaciones que abo dan es a emá ica especí ica y p esen a un es udio sob e el ap endizaje emocional au oconscien e asociado al p oceso de mediación. Mé odo. Con el in de conoce los ap endizajes emocionales au oconscien es as pa icipa en p ocesos mediación, se elabo a una escala ad hoc y se aplica a una mues a de agen es im- plicados en p ocesos de mediación (n=102) de los cuales 46 son p o eso es mediado es, 33 son alumnos mediado es y 23 alumnos mediados. Asimismo, ambién se e aluó el cambio de emociones pe cibidas en los alumnos mediados du an e el p oceso de mediación. Resul ados. Se e aluó el ni el de ap endizaje emocional au oconscien e en dos dimensiones di e enciadas: conciencia y egulación emocional. En odos los g upos (p o eso es mediado- es, alumnos mediado es y alumnos mediados) se pe cibió un ni el de ap endizaje emocional al o, lo que pa ece indica la e ec i idad del p oceso de mediación. Asimismo, las mejo as pe cibidas en el ap endizaje emocional no cambia on en unción del g upo e aluado (p=.56). No obs an e, si bien en ambas dimensiones se pe cibie on mejo as, el ni el de ap endizaje au oconscien e en la dimensión de egulación emocional ue signi ica i amen e supe io al pe cibido en la dimensión de conciencia emocional (p=.002). Po o o lado, se obse ó un cambio de emociones nega i as hacia posi i as en los alumnos mediados al inaliza el p oce- so de mediación. Discusión y Conclusión. Los esul ados indican que la mediación no sólo es una es a egia que a o ece la con i encia gene al del cen o educa i o, sino que p omue e el ap endizaje emocional de los que pa icipan en ella. En es e es udio des acan como los p incipales ap en- dizajes emocionales de los es g upos: el aumen o de la conciencia y de la egulación emo- cional. Palab as Cla e: mediación escola , esolución de con lic os, alumnos mediado es, alumnos mediados, p o eso es mediado es, ap endizaje emocional Recibido: 24.12.15 Acep ación Inicial: 21.10.16 Acep ación inal: 07.02.16 Sa a Iba ola e al. 78 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 In oducción “Emo ions belong on he nego ia ing able” (Pica d & Sil anen, 2013, p.62), ha is o say, hey a e p esen in con lic ela ions (Bell & Song, 2005; F iedman e al., 2004; Fishe & Shapi o, 2005; Jameson, Bod ke & Linke , 2010; Jameson, Sohan & Hodge, 2014; Maiese 2006; Mu phy & Eisenbe g, 2005; Redo a, Obiols & Bisque a, 2006). Indeed, mos media- o s poin ou ha media ion seems o deal mo e wi h he emo ions han wi h he objec i e ac s as s a ed by he pa ies in con lic . In his sense, he esea ch e lec s he impo ance o including awa eness and emo ion-con ol aining in he cu icula o school media o s (Jones, 2001, 2006; Mu ciano & No ó, 2005, Shapi o, 2006, Villaoslada & Palmei o, 2006) and in ac , some media ion p og ams such as hose o Shapi o (2004), Boqué (2007), Whi e & Agne (2009) and Halpe in (2014) speci ically do so. As Filella, Pé ez, Cabello and Ros-Mo en e (2016) poin ou , he de elopmen o s uden s’ emo ional compe ence b ings abou a educ- ion o con lic o si ua ions and a oids he appea ance o mo e se ious p oblems like bully- ing. In his way, he use o media ion in schools i s ly helps o ain he s uden s socially and emo ionally, and also modi ies he social clima e o he cen es, which, o au ho s such as O ega-Ruiz, Del Rey and Casas (2016), no only imp o es coexis ence bu also a oids he cu en bullying p oblem. Emo ional aining: emo ional awa eness and egula ion in he media ion p ocess Resol ing a con lic equi es basic knowledge o how o change he pe cep ion o he si ua ion, o challenge exis ing in e p e a ions o o de elop new ones. The media o mus gene a e new unde s anding, new in e p e a i e amewo ks, and, h ough dialogue, has o en anchise he in e es ed pa ies so hey may ind new ways o in e ac ing and managed o ind new solu ions. In his sense, media ion is a lea ning and ans o ma ion p ocess which pe mi s one o b eak down de ences, ake isks, c ea e open-mindedness, cu iosi y and empa- hy be ween he pa ies. This is wha is sugges ed in he model called insigh media ion on which ou s udy is based (Melchin & Pica d, 2008; Pica d & Melchin, 2007; Sa gen , Pica d & Jull, 2011). The complex lea ning in ol ed in media ion demands ha he media o show how o ecognize unde lying emo ional pa e ns which make he con lic pe manen . In eali- y, i a a p o ound le el he e is no wish o change, i he pos u es a e de ensi e and he lea ning p ocess is blocked, media ion canno p oduce ue change (Pica d & Sil anen, 2013). Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 79 - h p://dx.doi.o g/10.14204/ej ep.41.15175 F om his pe spec i e, he emo ions become indica o s which show he media o how he ec- oncilia ion is ad ancing, he open-mindedness and deg ee o empa hy be ween he pa ies. The emo ions come o he su ace mainly in he p e-media ion phase and he p esen- a ion o he ac s (Villaoslada & Palmei o, 2006). Thus, Rozenblum de Ho owi z (2007) in- dica es ha in he media ion p ocess he e is a i s momen -which she de ines as “emo ional en ing”- when he media o should no epea he ideas o ac s exp essed, o pa aph ase wha each pa y s a es, bu should simply poin ou he emo ions ansmi ed by each o he pa ies in con lic . A he s a o he media ion p ocess i is common o people o eel i i a - ed, o ended, us a ed, mis us ul, aliena ed, dishea ened, esen ul, be ayed, ea ul o esigned. I is indispensable ha hese emo ions mus be heeded so as no o block he ollow- ing p ocess. In he ini ial phases o he media ion, when he pa ies in con lic a e o ally aliena - ed, Fishe & Shapi o (2005) sugges a ending o he ollowing emo ions: guil , shame, e- mo se, ea , sadness, in imida ion, wo y and impa ience. Pica d & Sil anen (2013) -based on media o s’ sel - epo s- emphasize he ollowing: doub , us a ion, ange , anxie y and shame. Mis ea men o hese emo ions may p oduce a lack o e ec i i y du ing he p ocess (Shapi o, 2006), he e o e his au ho sugges s a oiding he ollowing e o s: 1) wai ing o emo ions o eme ge by hemsel es, 2) belie ing ha once hey ha e been exp essed he emo- ions will disappea , and 3) no aking in o accoun he emo ional esis ance o he pa ies h oughou he p ocess. The emo ions, in sho , a e a means o communica e he iden i y conce ns in he ela ionship and he pa ies can only each hei objec i es h ough an explici nego ia ion o he emo ions and conce ns gene a ed in he ela ionship which h ea en he iden i y o he media ed pa ies (Shapi o, 2002). I is o his eason ha i is so impo an o gene a e awa eness o he emo- ions be ween he pa ies in con lic . The ad en , du ing he p ocess, o emo ions such as hap- piness, pleasu e, p ide and sa is ac ion indica e ha he con lic is beginning o be esol ed (Pica d & Sil anen, 2013) and ha emo ional egula ion is ac i e. Sa a Iba ola e al. 80 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 Key emo ions in he emo ional awa eness and egula ion p ocess du ing he media ion The emo ions which he esea ch poin s ou as being mos decisi e when i comes o he emo ional ans o ma ion o he con lic a e as ollows: 1) Ha e, o Halpe in (2011), is he highes ba ie o be o e come in o de o achie e peace as i causes he ejec ion o any posi i e in o ma ion ega ding he opponen and blocks nego ia ions, comp omise o econcilia ion. 2) Ange is a e y signi ican emo ional ba ie when i comes o making comp o- mises (Sabucedo, Du án, Alza e & Rod iguez, 2011; Tam e al., 2007). Fo Eps ein & Eps ein (2010), Liebe man (2006) and Villaoslada & Palmei o (2006), ange is an emo ion which can inc ease in in ensi y as i may ekindle he con lic again and again, leading o inc eased ob- session and s ess, and block he possibili y o eaching objec i es by inc easing he pe cep- ion o injus ice and agg a a ing pe sonal ela ionships. Media ion can edi ec all ha ang y ene gy in a posi i e way i i can be exp essed. In ac , con aining ange oo quickly may make he media ion ail - he e o e i is ecommendable o edi ec i du ing one o mo e p e- media ion sessions- bu , by he same oken, exp essing ange openly wi hou guidance blocks he capaci y o each ag eemen . F iedman e al. (2004) ca ied ou on line media ion sessions and concluded ha he ange exp essed by he pa icipan s was coun e p oduc i e as i p oduced hea ed esponses and educed he a ios o con lic esolu ion. In addi ion when he pe son agains whom he ange was di ec ed was mo e ulne able, i caused him/he o make excessi e concessions. Fo Halpe in (2014), ange may be bene icial in he con lic -sol ing p ocess as i is a ocused emo ion o g ea s eng h which can inspi e isky beha iou (implici in all nego ia ion p o- cesses), op imism and belie ha he si ua ion can be e e sed. The e o e, ange may imp o e econcilia ions in he long- e m, p o iding ha i is no accompanied by ha e and has con i- nui y wi h cons uc i e p oposals. The s udy by Mu phy & Eisenbe g (2002) wa ns abou he ela ionship be ween some emo ions ha a ise in he con lic -speci ically, sadness and ange - and some aims and beha iou s. Th ough he s udy o in e iews o s uden s who had been in ol ed in con lic s ecen ly, hey concluded ha he s uden s who el ange showed an agonis ic objec i es and desi es o e enge oge he wi h beha iou s ha did no a ou collabo a ion o con lic - Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 81 - h p://dx.doi.o g/10.14204/ej ep.41.15175 sol ing. On he o he hand, s uden s who el sadness showed iendly objec i es and wishes o no malize he b oken-down ela ionship. Howe e , sadness was no associa ed wi h con- s uc i e p oposals o con lic -sol ing and could lead o submission. 3) Fea , in e g oup anxie y and collec i e anxie y inc ease conse a ism, p ejudices, e hnocen ism and in ole ance. They leads o mo e immo able and de ensi e posi ions, al - hough hey may also lead owa ds willingness o make concessions in o de o achie e peace (Halpe in, 2014). Fo Eps ein & Eps ein (2010) and Liebe man (2006), hey a e emo ions which a e ound on he e ge o media ion. Fea and anxie y s em om unce ain y, he lack o p edic abili y, o sel -con idence and con ol. They gene a e ala m, conce n, es lessness, app ehension and anguish; and he need o ee onesel om he discom o hey cause may gi e way o he home o achie ing ag eemen s. A p ope eading o his emo ion is a key poin in media ion s a egy. 4) Rega ding en husiasm, Sabucedo e al. (2011) ound ha his emo ion is associa - ed wi h a po en ial educ ion in isk-e alua ion and b ings abou a mo e op imis ic pe spec i e on he nego ia ions which can be eached in media ion. 5) Hope, which acili a es he peace p ocess as i is associa ed wi h he ixing o ob- jec i es, planning, he use o images, c ea i i y, cogni i e lexibili y and he men al explo a- ion o new si ua ions, e en isky ones. Bell y Song (2005) sugges paying a en ion, du ing he media ion p ocess, o ou ca ego ies o emo ions: 1) emo ions ocusing on onesel o sel -conscious emo ions (shame, guil , humilia ion); 2) emo ions ha a e hos ile o o he s (ange , us a ion, anxie y); 3) emo- ions wi h posi i e co espondence ( iendliness, espec , liking) and 4) ea . On his poin , o Poi as & la Ta eau (2008): a) in eg a ing o comp omising con lic esolu ion s a egies a e only ela ed o eelings o posi i e co espondence emo ions, b) hos ili y co ela es signi i- can ly wi h he ex e nal assignmen o guil , c) he in e nal assignmen o guil is ela ed o emo ions cen ed on onesel (sel -conscious emo ions) and wi h he selec ion o submissi e con lic -sol ing s a egies which only wish o sa is y he in e es s o he o he pa y and e- lec g ea conce n o o he s and li le conce n o onesel . Sa a Iba ola e al. 82 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 This sugges s ha , al hough du ing he con lic he media o s may be mo i a ed o educe hos ili y, hei e o s should ocus on sa egua ding he empa hic emo ions o hose o posi i e ecip oci y. In ac , ecip oci y is he basis o collabo a ion be ween he pa ies, and, wi hou a poin o connec ion om which he o he pa y is espec ed, he e can be no possi- ble means o communica ion o exp ess eelings and hough s o o con as opinions. Liebe - man (2006) poin s ou ha when one o he pa ies ealizes ha he o he has made an e o o change his/he pos u e, i is mo e likely ha he o me will ac ecip ocally. Awa eness and he emo ional egula ion o he media o The ole played by he media o in he p ocess o eac i a ing communica ion is undamen al as, by means o a ious communica ion echniques, he/she o e s con inuing emo ional eedback o he pa ies in ol ed (Munné & Mac-C agh, 2006). The emo ions a e no gene ally explici , bu a he a e la en in e bal and non e bal messages, and ce ain skills a e needed o iden i y hem. Ac i e lis ening no only acili a es his iden i ica ion, bu also he e o mula ion o he emo ional con en o he message by using he same wo ds o by pa aph asing, which gi es he pe son an oppo uni y o check he accu acy o he pe cep ion o his/he emo ions. Fo Jones & Bod ke (2001) and Bod ke & Jameson (2001), he media o s mus pay a en ion o h ee key componen s o he emo ion: beha iou , physiology and cogni ion. The in o ma ion coming om he beha iou al componen o he emo ion is easie o he media- o s o unde s and han he physiological o cogni i e in o ma ion, bu he o me is de e mi- na i e. An emo ional block ( looding) can be seen in muscula ension o he espi a o y hy hm and mus be deal wi h, e en when he indi idual appea s o be calm. In addi ion, sub- conscious emo ional con agion be ween he pa ies in con lic and he media o mus be con- olled, oge he wi h he me a-emo ions and he emo ional e alua ion and e-e alua ion by he pa ies. The media o ’s disposi ion in he p ocess is also a key elemen o acili a e emo ional change. As Smilo i z (2008) s a es, he pe cep ion ha he people in con lic ha e o he me- dia o ’s emo ions a ec s he way in which hey will o ganize, p ocess and use he in o - ma ion. The esea ch (Sh eie , 2002, Lund, 2000) sugges s how p ope aining which p e- pa es he media o o manage s ong emo ions mus include he de elopmen o emo ional compe ences in o de o 1) inc ease his/he ole ance o he exp ession o emo ions, 2) de el- Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 83 - h p://dx.doi.o g/10.14204/ej ep.41.15175 op impa iali y and educe s ess, 3) each pa ience and humili y, and 4) de elop ealis ic ex- pec a ions ega ding he bene i s o media ion. Sh eie (2002) and Eps ein & Sil e man (2012) wa n ha some o he media o ’s eelings such as empa hy, ac i e lis ening, con idence, ecogni ion o needs, in e es s o con- ce ns o he sea ch o jus ice may lead he media o o iden i y wi h he o he pe son so much ha he/she may dis o he impa iali y which mus guide he p ocess. This is why he media- o mus each a le el o op imum emo ional sel -awa eness ha will help him/he con inue objec i ely wi hou allowing his/he own emo ions o in e e e. Minkle, Bashi & Su ulo (2008), in o de o wo k on his and o he simila di icul ies, p opose he c ea ion o pee consul a ion g oups wi h he aim o gene a ing a space which a ou s e lec ion on how he emo ions o he media ed pa ies a ec he media o ’s own emo ions. Media ion is a di icul lea ning and pe sonal ans o ma ion p ocess du ing which emo ions will sp ing up; hus, as Eps ein & Sil e man (2011, 2012) sugges , he media o mus be capable o gene a ing a space which has o be: a) lexible and unde s anding o all ypes o emo ions and mo i a ions in o de o ecognize and unblock pain, b) concilia o y in o de o ee people om he pas , c) hones in o de o ake people ou o hei sel -p o ec ion zone so ha hey can show hemsel es as hey eally a e wi h no masks, d) ull o humou and humili y o unmask he p ide, impa ience and pessimism which ha e caused he con lic and e) whe e he media o can empowe bo h pa ies, e-ene gize hem by emo ing s ess, pe mi hem o connec wi h hei own s eng hs and cause hem o abandon de ensi e pos u es in o de o connec wi h hei opponen s. Among he esea ch ha s udies he s a egies used by he media o o a ou emo- ion egula ion, we ind ha by Jameson, Bod ke & Linke (2010). The esea che s ca y ou a con en analysis o simula ed media ions and obse e he di e ences be ween he wo g oups o media o s. One g oup was asked o elici he emo ional expe ience o he pa ies in ol ed, and he o he o igno e o minimize such expe ience. The esul s indica e ha he i s g oup uses i e s a egy ypes, as a e: pa aph asing, p omo ing he emo ional awa eness o he pa ies, pe spec i e aking, legi imizing he emo ions exp essed and in e p e a ion o he emo ions o he pa ies. Thei expe ience sugges s: a) being ca e ul ha he pe spec i e aking is no el o be o ced and does no a ouse mis us in he o he pa y who may hink i is no an au hen ic p ocess; b) ega ding he in e p e a ion o emo ions, especially wi h he Sa a Iba ola e al. 90 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 The da a-ga he ing p ocedu e had he app o al o he Aseso ía de Con i encia del Gobie no de Na a a. Mo eo e , he E hics Commission o he Uni e si y o Na a a ga e i s backing o he p ope use o he da a ga he ed in his esea ch. Da a analysis The independen a iable o he s udy is he ype o pa icipan in he media ion p o- cess ( eache media o , s uden media o and media ed s uden ). The e a e wo dependen a - iables in he s udy: 1) pe cep ion o sel -awa e emo ional lea ning and 2) iden i ica ion o emo ions du ing he media ion p ocess. Fi s ly, a desc ip i e analysis o each o he ac o s iden i ied on he scale o emo- ional lea ning was ca ied ou . In o de o assess whe he he e we e signi ican di e ences be ween he punc ua ions gi en by he subjec s o he di e en ac o s, and be ween he di - e en s udy g oups, a ac o ial ANOVA was used wi h hese ac o s: 1) In a-subjec : Fac o on he scale (emo ional awa eness, emo ional egula ion) and 2) In e -subjec : G oup (Teache Media o , S uden Media o , Media ed S uden ). The equi emen s o no mali y we e ul illed in he esiduals and homogenei y o a iances equi ed in o de o apply his analysis. Wi h e e ence o he s udy o emo ions du ing he media ion p ocess, i s ly he pe - cen age o subjec s in each g oup who ecognized each o he emo ions p esen ed we e iden i- ied. Subsequen ly, in o de o iden i y signi ican di e ences be ween he h ee s udy g oups (Teache Media o , S uden Media o , Media ed S uden ), he Chi-squa ed es was used o he compa ison o p opo ions in independen g oups. Fo he p opo ion compa ison in inde- penden g oups. This es was applied o each o he 26 emo ions p esen ed and subsequen ly he Bon e oni co ec ion was applied o he p alues ob ained. In hose cases whe e signi i- can di e ences we e ound be ween he g oups, 2 o 2 compa isons we e epea ed in o de o iden i y he g oups in which he di e ences we e ound. In his case he Bon e oni co ec ion o he alues o p ob ained was eapplied. The le el o signi icance was ixed a α=.05 o all he analyses. The SPSS p og am, e sion 15.0 was used o s a is ical ea men . Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 91 - h p://dx.doi.o g/10.14204/ej ep.41.15175 Resul s Emo ional lea ning Emo ional lea ning in media ed s uden s and s uden and eache media o s Figu e 1 shows he dis ibu ion o emo ional lea ning sco es in he h ee s udy g oups - eache media o ( i s column), s uden media o (second column) and media ed s uden ( hi d column)- o each o he ac o s e alua ed wi h he ool. Figu e 1. Dis ibu ion o he sco es on emo ional lea ning i ems (Mean ± s anda d de ia ion) Th ough he Fac o ial ANOVA, no signi ican in e ac ion was ound [F(2, 99)=2.52, p=.086; n 2 =0.048] be ween he Fac o Scale a iables (Emo ional awa eness, Emo ional eg- ula ion) and G oup (Teache Media o , S uden Media o , Media ed S uden )). Fo his eason he p incipal e ec s on each o he a iables s udied we e e alua ed. No signi ican di e ences we e ound in he mean sco es o he scale be ween he di e en s udy g oups (F(2, 99)=0.58, p=.56, n 2 =0.012) (see Table 1), which indica es ha he le el o emo ional lea ning ecei ed h ough he p ocess o media ion was equi alen in bo h eache media o s and s uden media o s and media ed s uden s. In all he g oups high mean sco es o emo ional lea ning we e gi en (o e 3.38 in all cases), which seems o indi- ca e he e ec i eness o he media ion p ocess. Sa a Iba ola e al. 92 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 Besides, signi ican ly highe sco es we e ound in he emo ional egula ion Fac o (M=3.69, SD=0.75) han in he emo ional awa eness Fac o (M=3.43, SD=0.83) in all g oups (F(1, 99)=10.13, p=.002, n 2 = 0.093) (see Table 1). These esul s indica e ha he sel - awa eness lea ning and he emo ional egula ion dimension we e signi ican ly highe han was seen in he dimension o emo ional awa eness. Table 2. Desc ip i e s a is ics ob ained dependen on he g oups and ac o s e alua ed G oups Mean S anda d de ia- ion Mean To al Scale Teache media o (n=46) 3.55 0.79 S uden media o (n=33) 3.45 0.68 Media ed s uden (n =23) 3.69 0.73 All he g oups 3.55 0.74 Mean í ems Fac o 1 – Emo ional awa eness Teache media o 3.38 0.94 S uden media o 3.38 0.69 Media ed s uden 3.60 0.80 All he g oups 3.43 0.83 Mean i ems Fac o 2 – Emo ional egula ion Teache media o 3.80 0.69 S uden media o 3.53 0.77 Media ed s uden 3.70 0.84 All he g oups 3.69 0.75 Emo ions du ing he media ion p ocess The e is ull concu ence ega ding he emo ions poin ed ou by he s uden media- o s and media ed s uden s a he s a o he media ion (see esul s in Table 3). The nega i e emo ions mos equen ly p esen ed by he media ed s uden s on beginning he media ion p o- cesses a e acco ding o he s uden media o s: mis us (73%), ne ousness (61%) and shame (52%). On he o he hand, he media ed s uden s emphasize, among he emo ions hey b ing o he media ion: mis us (52%) and ne ousness (57%), al hough hey do men ion shame (26%), sadness (22%) and guil (22%) also. Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 93 - h p://dx.doi.o g/10.14204/ej ep.41.15175 A he same ime, he s uden media o s indica e ha he posi i e emo ions o hose media ed a he end o he media ion p ocess a e: sa is ac ion (73%), anquilli y (52%) and hope (46%). Mo eo e , a high pe cen age (78%) o he media ed s uden s s a ed ha hey el calm a e he p ocess and o a lesse ex en (57%) sa is ac ion. In addi ion, a good deal o ag eemen was seen on iden i ying he emo ions o he media ed s uden s acco ding o he eache media o s. The o me mainly a end he sessions wi h hos ili y and esen men (61% and 50% espec i ely), and o a lesse ex en mis us and ange (44% and 28% espec i ely). A e he media ion he eache s ag eed ha he s uden s eel sa is ac ion, anquilli y and con- idence; almos 70% o he eache s coincide in poin ing ou hese emo ions. Table 3. Pe cen age o eache media o s, s uden media o s and media ed s uden s who iden i y di e en nega i e emo ion in he media ed s uden s Teache media o S uden media o Media ed s uden (o him/he sel ) Teache media o S uden media o Media ed s uden (o him/he sel ) Mis us 43.48% 72.7% 52.2% Fea 17.4% 15.1% 13% Ne ousness 36.96% 60.1% 56.5% Hos ili y 60.9% 12.1% 13% Shane 4.35% 51.5% 26.1% Sa is ac ion 69.6% 72.7% 52.2% Sadness 8.7% 3.03% 21.7% T anquilli y 69.5% 51.5% 78.3% Guil 4.35% 6.06% 21.7% Hope 37% 45.45% 17.4% Ange 28.3% 18.2% 13% Happiness 2.2% 24.2% 21.7% Resen men 50% 12.1% 17.4% P ide 10.9% 6% 8.7% I i a ion 32.6% 27.3% 4.3% F iendship 2.1% 12.1% 8.7% F us a ion 13% 9.1% 4.3% In e es 19.6% 21.1% 17.4% En y 0% 9% 8.7% Good humou 2.2% 21.1% 17.14% Sa a Iba ola e al. 94 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 The s a is ical analyses showed ha , in gene al, bo h he eache media o s and he wo s uden g oups iden i ied he emo ions el by he media ed s uden s du ing he media ion p ocess in a simila way. These esul s seem o indica e ha his ype o p ocess pe mi s ade- qua e iden i ica ion o he emo ions o he media ed s uden s. The emo ions which showed signi ican di e ences be ween g oups we e he ollow- ing: esen men [χ 2 (2,102)=15.41, p<.05], hos ili y (χ 2 (2, 102)=26.22, p<.05), shame (χ 2 (2, 102)=23.14, p<.05) and con idence (χ 2 (2, 102)=13.02, p<.05) (see Figu e 2). The signi ican di e ences we e ound in all cases be ween he eache media o s and he s uden s, bo h me- dia o s and media ed. In no case we e signi ican di e ences ound be ween he wo s uden g oups, which seems o indica e ha he s uden media o s a e mo e capable o pe cei ing he emo ions o he media ed s uden s du ing he media ion p ocess han a e he eache media- o s. In he iden i ica ion o he emo ions o esen men , hos ili y and con idence he e was a signi ican ly highe pe cen age o eache s (50%, 60.9% and 69.6% espec i ely) han o s u- den media o s (Resen men : 12.1%, χ 2 (1, 79)=12.26, p<.05, co ec ed by Bon e oni; Hos ili- y: 12.1%, χ 2 (1, 79)=18.95, p<.05, co ec ed by Bon e oni; Con idence: 36.4%, χ 2 (1, 79)=8.58, p<.05, co ec ed by Bon e oni) and media ed s uden s (Resen men : 17.4%, χ 2 (1, N69)=6.85, p<.05, co ec ed by Bon e oni; Hos ili y: 13%, χ 2 (1, 69)=14.18, p<.05, co ec ed by Bon e oni; Con idence: 30.4%, χ 2 (1, 69)=9.55, p<.05, co ec ed by Bon e oni) who men- ioned hem du ing he media ion p ocess (see Figu e 2). On he con a y, a signi ican ly low- e pe cen age (4.4%) o eache s han o s uden media o s (51.5%, χ 2 (1, 79)=23.40, p<.05, co ec ed by Bon e oni) and hose media ed (26.1%, χ 2 (1, 69)=7.07, p<.05, co ec ed by Bon e oni), iden i y shame as pa o he media ion p ocess. Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 95 - h p://dx.doi.o g/10.14204/ej ep.41.15175 Figu a 2. Pe cen age o subjec s who iden i y he emo ions o esen men , hos ili y, shame and con idence in each o he g oups ( eache media o s, s uden media o s and medi- a ed s uden s). No e. These emo ions co espond o hose o which signi ican di e ences we e ound be ween g oups. In all cases signi ican di e ences we e ound be ween eache media o s and s uden s, bo h media o s and media ed (p<.05, wi h Bon e oni co ec ion). Discussion and conclusions Media ion is a p ocess ha gene a es emo ional, social and mo al lea ning (Iba ola-Ga cía y I ia e, 2012). Wi h e e ence o he emo ions, based on his esea ch we can say ha all he pa icipan s in media ion coincide in poin ing ou an inc ease in emo ional awa eness, speci - ically: de ec ion o nega i e emo ions, in luence o he impac o he emo ions on beha iou , disco dance be ween cogni ion, emo ion and alues, ecogni ion o he hones y o emo ions and ecogni ion o emo ions in o he s’ ges u es, body language o exp essions. These da a a e cong uen wi h p io e idence, which unde lines emo ional awa eness as he s a ing poin o unblock he communica i e p ocess which occu s du ing he media ion (Gu enb unne & Wagne , 2016, Golds ein, Vezich & Shapi o, 2014). I a pe son is no awa e o his/he own emo ions, o wha hey a e and he in luence hey ha e, i is di icul o exp ess how one eels, wha one hinks and so unblock he communica i e p ocess. This is why he media o poin s ou he emo ions ha each pa y ansmi s a he beginning o he media ion (Rozenblum de Ho owi z, 2007). A he same ime his ini ial con lic -cla i ica ion phase in Sa a Iba ola e al. 96 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 which he pa ies exp ess hemsel es is necessa y in o de o become awa e o he o he ’s emo ions. Mo eo e his ini ial phase o cla i ica ion o he con lic when he pa ies exp ess hemsel es is essen ial in o de o be awa e o he o he ’s emo ions. Thus when emo ional awa eness appea s, bo h o onesel and o he o he , empa hy is c ea ed. This demons a es ha he awa eness o emo ions is a p elimina y s ep o he de el- opmen o empa hy. Empa hy, as a iendly emo ional eac ion o he emo ions o he o he pa y, ollows necessa ily om acknowledging emo ions and is mo e easily a ou ed i , in addi ion o aking in o accoun he o he ’s iewpoin , one eels ha one’s own has been con- side ed. (Golds ein, Vezich & Shapi o, 2014). Likewise, his s udy allows us o s a e ha he people in ol ed in media ion ha e seen imp o emen s in hei emo ional egula ion, e en mo e han in hei emo ional awa e- ness, speci ically in emo ional comp ehension, exp ession and communica ion. Bo h he eache media o s and he media o and media ed s uden s s ess ha media- ion has helped hem o be e unde s and o he people’s pe spec i es. This same pe cep ion has also been seen in o he s udies. Sel idge (2004), in an assessmen o he media ion p o- g am ca ied ou in a school in New Yo k, poin ed ou ha 86% o he eache media o s un- de lined he capaci y o lis en o o he s as a key imp o emen de eloped h ough hei wo k as media o s. Long, Fab icius, Musheno & Palumbo (1998) also ound imp o emen s in he empa- hy o he s uden media o s be ween he ages o 8 and 14, al hough he di e ences in he pos - es we e only signi ican in he g oup o 10 o 11-yea -old s uden s. In addi ion, Lane- Ga on & Richa dson (2003) concluded ha he impac in he imp o emen o empa hy is g ea e in he s uden media o s han in he o he pa icipan s in he media ion. They demon- s a ed his by means o a p e- and pos - es s udy o a sample o 300 s uden s aged be ween 13 and 14. Fu he mo e, emo ional egula ion, in onesel and in o he s, du ing con lic -sol ing has been conside ed c ucial in o de o ocus a en ion on he possibili ies o imp o ing ela- ionships wi h he o he pa y. Thus, hose people who con ol he exp ession o hei nega i e emo ions, who use cogni i e e-e alua ion in con lic o si ua ions, o who ha e a g ea e a- Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 97 - h p://dx.doi.o g/10.14204/ej ep.41.15175 cili y o change hei emo ions, ha e mo e success in educing hei suscep ibili y and us a- ion and in edi ec ing communica ions wi h he opposing pa y (Jiang, Zhan & Tjos old, 2013). The esul s sugges an emo ional empowe men o hose implied in he media ion. In his sense, i can be assumed ha his lea ning goes beyond he close ci cle o he people in con lic . Thus he media ion eaches a comp omise wi h he milieu as i pe mi s a ans e o wha has been lea ned, aking in o accoun mo eo e , ha many o he con lic s ha e hei o igin ou side he school en i onmen . I is hen a means o socializa ion as i con ibu es a sense o communi y ha con as s wi h indi idualism, which may no be aken in o accoun in o he o ms o con lic -sol ing (Bickmo e, 2001; Cowie & Fe nández, 2006). In line wi h ou esul s, o he s udies, in his case on he igu e o he media o , ha e al eady shown ha he/she ans e s he skills acqui ed in media ion o his/he milieu (Akgün, A az & A adag, 2007; Bell & Song, 2005; Lane-Ga on, Yba a-Me lo, Zajac & Vie a, 2007). This inc ease in he gene aliza ion o social conduc s o ien ed o media ion has also been ob- se ed in he igu e o he media ed pa y (Del Álamo & Gómez, 2005) when hey con i med less iolen conduc in schools by esol ing con lic s be ween s uden s. And Ha is (2005) s essed he use o knowledge, a i udes and skills by he media ed s uden s in o he con lic- i e si ua ions. Using he scale, he s uden s could iden i y he skills used by he media o s in he media ion p ocess: ac i e lis ening, speaking calmly and cla i ica ion o he in o ma ion. Thus he media ed s uden s lea ned skills needed o sol e con lic s, pa ly due o he model- ling ca ied ou by he media o du ing he p ocess. Limi a ions and p ospec s o he esea ch This piece o esea ch has a se ies o limi a ions as i e alua es sel -awa e lea ning, ha is, he knowledge he people su eyed ha e o hei own skills and no o hei eal capac- i ies. Wi h ime, he e may be a possibili y o ca ying ou esea ch which would p ecisely e alua e emo ional imp o emen s by means o es s which assess skill. In addi ion, p ospec- i ely, i could be o in e es o analyse hese indica o s in in e g oup con lic s. Al hough he e is li le esea ch a ailable conce ning in e pe sonal con lic s, he e is e en less on in e g oup con lic s. Ca ying ou media ion p ocesses o in e g oup con lic s may no me ely educe p ejudice be ween he membe s o he g oups bu migh also a ou posi i e g oup a i udes and imp o e ela ionships be ween g oups. Sa a Iba ola e al. 98 - Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 h p://dx.doi.o g/10.14204/ej ep.41.17175 Besides, al hough his wo k has been ca ied ou in a speci ic Spanish communi y and may ha e a locally- ocused ouch, we conside ha he ac ha he p ocedu e used in media ion is uni e sal and means ha he da a may be ans e able o o he cul u ally simila communi ies. Implica ions o he in e en ion 1) The emo ions a e pa o e e y media ion p ocess, he e o e i is necessa y o ain emo ionally compe en media o s: ole an o he exp ession o emo ions, awa e o hei own emo ions, capable o unde s anding he emo ions o o he s and he consequences o said emo- ions on he con lic . Inasmuch as aining in school media ion should deal wi h hese aspec s in he o m o con en s o u u e media o s and/o o he s uden body in gene al, hose who a e in ol ed in school media ion would be be e p epa ed o manage he p ocess and i would be mo e likely o inish success ully. 2) In he ligh o he li e a u e inspec ed, he emo ions which mus be con olled in he media ion p ocess because o hei nega i e e ec a e: mis us , ne ousness, shame, sad- ness, guil , hos ili y and esen men . The emo ions which ha e been shown o be indica o s o he ans o ma ion o he con lic and o emo ional lea ning and which, he e o e, should be os e ed a e: sa is ac ion, anquilli y and hope. 3) In u n, in he media ion p ocess, apa om educing he in ensi y and numbe o nega i e emo ions, he media o should ocus pa icula ly on sa egua ding posi i e ecip oci y emo ions. 4) Rega ding he s a egies o be used in media ion, apa om hose o an in apsy- chic na u e o di ec egula ion such as pa aph asing, emo ional sel -awa eness, pe spec i e aking, legi ima ion and in e p e a ion o emo ions o cogni i e e-e alua ion, we mus con- empla e o he s a egies o indi ec egula ion o an ecological na u e such as he use o he media, dialogue g oups, hea e, li e a u e and educa ional peace p og ams. 5) Implemen a ion o media ion p ojec s in schools may be an e ec i e educa ional measu e bo h o coexis ence and he emo ional de elopmen o hose in ol ed. Emo ional sel -awa e lea ning du ing media ion p ocedu es. A s udy wi hin he educa ional en i onmen Elec onic Jou nal o Resea ch in Educa ional Psychology, 15(1), 75-105. ISSN: 1696-2095. 2017. no. 41 - 99 - h p://dx.doi.o g/10.14204/ej ep.41.15175 Re e ences Bell, C., & Song, F. (2002). Emo ions in he con lic p ocess: an aplica ion o he cogni i e app aisal model o emo ions o con lic managemen . The In e na ional Jou nal o Con lic Managemen , 16(1), 30-54. h p://dx.doi.o g/10.1108/eb022922 Akgün, S., A az, A. & A adag, S. (2007). We can esol e ou con lic s: a con lic esolu ion p og am and i s psycho-social e ec s. Tu k Psikologi De gisi, 22(59), 63-67. Bell, C., & Song, F. (2005). Emo ions in he con lic p ocess: an aplica ion o he cogni i e app aisal model o emo ions o con lic managemen . The In e na ional Jou nal o Con lic Managemen , 16(1), 30-54. h p://dx.doi.o g/10.1108/eb022922 Bickmo e, K. (2001). Su den con lic esolu ion, powe “sha ing” in schools, and ci izenship educa ion. Cu ículo Inqui y, 31(2), 137-162. Bisque a, R. (2008). Educación pa a la ciudadanía y con i encia: el en oque de la educa ción emocional. Mad id: Wol e s Kluwe . Bisque a, R. (2009). Psicopedagogía de las emociones. Mad id: Sín esis Bod ke , A., & Jameson, J. K. (2001) Emo ion in con lic o ma ion and i s ans o ma ion. The In e na ional Jou nal o Con lic Managemen , 12(3), 259-275 h p://dx.doi.o g/10.1108/eb022858 Boqué, C. (2007). Guía de mediación escola : p og ama comp ensi o de ac i idades de 6 a 16 años. Ba celona: Oc aed o. Cha koudian, L.C., De Ri is, R., Buck, C., & Wilson, L. (2009). Media ion by any o he name would smell as swee o would i ? The s uggle o de ine media ion and i s a ious app oaches. Con lic Resolu ion Qua ley, 26(3), 293-316. doi: 10.1002/c q.234 Cowie, H. and Fe nández, F.J. (2006). Ayuda en e iguales en las escuelas: desa ollo y e os [ e sión elec ónica]. Re is a Elec ónica de In es igación Psicoeduca i a, 9(2), 291- 310. Del Álamo, L. and Gómez, J. (2005). Impac o de un alle de mediación pa a o ma ciudada- nos mediado es educa i os pa a la esolución de con lic os in e pe sonales en con ex- os de educación secunda ia obliga o ia. [Documen o ex aído el 20 de Agos o de 2008 del si io web del Concejo Educa i o de Cas illa y León: h p://www.concejoeduca i o.o g/IMG/doc/in e encion_adolescen es_IESZo illa.do c]