Speaker
Presentation in SpanishRICARDO SANMARTÍN
UNIVERSITY OF ALICANTE. SPAIN
Ricardo Sanmartín López holds a PhD in Educational Research from the University of Alicante with international distinction, which was the result of a collaborative relationship with the Plymouth Institute of Education. He is currently an Associate Professor in the Department of Developmental Psychology and Didactics at the University of Alicante. His primary line of research is affect in childhood and adolescence and its relationship with psychoeducational variables.
He has contributed to the development of articles, books, book chapters, and conference presentations in which the main findings of his research work have been presented. He is also a member of various research and teaching innovation projects. Additionally, he has been part of the scientific and organizing committee for several national and international conferences. In terms of teaching, he has participated in courses related to the involvement of Psychology in the development of individuals in the Bachelor’s degrees in Primary and Early Childhood Education, Physical Activity and Sports Sciences, and in the Master’s degree in Secondary Education, all at the University of Alicante.
Recently, he has contributed to the publication of two book chapters in a monograph on affect published by Springer, titled “The Affective Profiles Model: 20 Years of Research and Beyond.” He has also engaged in teaching and research collaborations with researchers from the United States, Chile, and Ecuador, among others. Lastly, he is involved in an Erasmus+ research project titled “Observatory SOS-Attendance,” which aims to study and investigate school attendance issues with universities from Belgium, Turkey, and Italy.
Investigating the Impact of Affective–Emotional Profiles on the Teaching and Learning Process
The differentiation of affective dimensions in individuals’ emotional development has led to the identification of affective profiles characterized by the combination of positive and negative affect scores. In this regard, the scientific literature has identified two affective profiles that should be considered in all prevention and treatment programs addressing emotional difficulties. These profiles are the self-fulfilling profile, characterized by high positive affect and low negative affect, and the self-destructive profile, characterized by low positive affect and high negative affect.
Building on research into affect, self-fulfilling profiles have been associated with adaptive developmental variables, such as optimism and subjective well-being, among others, whereas the self-destructive profile has been linked to maladaptive dimensions, such as pessimism and social anxiety, among others. Accordingly, the aim of this symposium is to further reflect on and expand knowledge about the consequences of affective profiles in the teaching and learning process. To this end, the session will explore the implications of affective profiles for verbal aggression, school refusal, self-efficacy, and generativity in both students and teachers. By examining the relationship between these affective profiles and the aforementioned variables, this work seeks to provide further insight into the adaptive or maladaptive nature of these profiles.
In this way, the present symposium will offer an opportunity to reflect on the suitability of implementing programs aimed at identifying and preventing maladaptive affective profiles, as well as promoting adaptive profiles within educational settings. This, in turn, may contribute to improving the experience of education and psychology professionals involved in the teaching and learning process.
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