La autorregulación emocional como estrategia para optimizar la atención de los estudiantes de primaria en México

Jesús Flores García; Martha Susana Brauer Aguilar; Azalia Figueroa Esquivel; Ivetteh Virginia Medina Medina; Deborah Dueñas Salgado

doi:10.61273/neyart.v4i1.184

Authors

Jesús Flores García University of North America
Martha Susana Brauer Aguilar National Technological Institute of Mexico
Azalia Figueroa Esquivel University of North America University of North America
Ivetteh Virginia Medina Medina National Technological Institute of Mexico
Deborah Dueñas Salgado Monterrey Institute of Technology and Higher Education

DOI:

https://doi.org/10.61273/neyart.v4i1.184

Keywords:

Attention, emotional self-regulation, emotional education, motivation, interpersonal relationships, academic performance

Abstract

Abstract-- The general objective of this research work is to systematize the theoretical evidence regarding the relationship between emotional self-regulation and attention span in primary school students. Utilizing a qualitative method, this study aims to establish a foundation for emotional support strategies that enhance teaching and learning within the classroom.

In Mexico’s basic education system, one of the most significant challenges is not merely the instruction of content, but also the management of emotions that facilitate information processing and the achievement of selective attention for learning. Traditionally, learning has been viewed as the direct result of a teacher's instruction; however, the reality of primary school classrooms reveals that students struggle to maintain focused attention due to emotional factors, such as difficulties in avoiding distractions and engaging with school tasks. Consequently, a lack of emotional self-regulation is observed, leading to a loss of focus during academic activities.

There is a knowledge gap where the absence of emotional self-regulation blocks selective attention, resulting in frustration and demotivation. Therefore, this documentary research seeks to analyze and substantiate how socio-emotional well-being and the understanding of emotions directly influence students' attention spans and academic achievement. Furthermore, this study proposes a series of pedagogical strategies to link emotional self-regulation with attentional processes and the improvement of students' academic performance.

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Author Biographies

Jesús Flores García, University of North America

Jesus Flores García holds a bachelor’s degree in elementary education and has over 20 years of classroom teaching experience. He has recently completed a master’s degree in education. His educational work focuses on the development of innovative educational technology resources and the enhancement of cognitive processes to facilitate meaningful learning in both in-person and distance learning settings. Research in the field of neuroscience has allowed me to understand how emotional self-regulation serves as the vehicle for motivation in the learning process and its impact on students’ academic performance.

Martha Susana Brauer Aguilar , National Technological Institute of Mexico

Bachelor’s degree in Economics, Master’s degree in Business Administration, Ph.D. in Organizational Management, and postdoctoral studies in research methodology. Academic and researcher specializing in educational innovation and learning at the higher education and graduate levels; expert in supporting students through thesis mentoring, developing research protocols, and publishing articles in high-impact journals.

Azalia Figueroa Esquivel , University of North America University of North America

Azalia Figueroa Esquivel, who holds a bachelor’s degree in elementary education and has five years of classroom teaching experience. I have recently completed my Master’s degree in Education. I believe that literacy is the foundation for autonomy, personal growth, and the development of learning in students. My research has shown that transforming rote learning into meaningful and purposeful learning removes certain barriers in the classroom, promoting an education that is more humane, equitable, and tailored to the needs of each student.

Ivetteh Virginia Medina Medina , National Technological Institute of Mexico

I have been teaching for 16 years at the middle school, high school, and college levels, working in both public and private institutions, and I have completed various academic and professional training programs. I have served on the administrative board of the Milpa Alta II campus of the National Technological Institute of Mexico. I complement my teaching work by pursuing a Ph.D. in Engineering Sciences at the National Center for Research and Technological Development.

Deborah Dueñas Salgado , Monterrey Institute of Technology and Higher Education

A graduate of Tecnológico de Monterrey, where she earned her bachelor’s and master’s degrees, she has distinguished herself through her contributions to institutional strengthening and the promotion of educational excellence. She earned her Ph.D. from Rey Juan Carlos University (Madrid, Spain) with honors, focusing her research on strategic reflection in sustainable development and entrepreneurship. Her teaching experience centers on fostering educational research and innovation, with a practical approach that contributes to the advancement of academic quality and pedagogical transformation.

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