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]
