The need of new tools for the regulation of the learning process and the improvement of academic performance
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Abstract
This article exposes the need for new educational tools in the process of learning to become competent, facing the minimal advances obtained in the last fifteen years and reviewing the conclusions, recommendations and resolutions of the Council and the European Commission regarding the education of the key competencies and permanent learning and also justifying the need to ensure success in learning the emotional competencies to achieve the acquisition of all the others competences (Alabau 2006) and their preparation for adulthood in a knowledgeable society. According to research by the University of Girona (Perez & Timoneda, 1998, 2000) and given the evidence that emotion is managed by non-rational ways (Angelucci, 2005) there is a need for tools, different from the educational programs and development of emotional intelligence, which will allow teachers to include them in their teachings without requiring a new subject or course, and relying on the concept of "using" (Erickson, 1958b) the suggestibility techniques (González-Ordi, 1999) and positive suggestions (Morales and Gallego, 2004) through relaxation (Alcazar, Olivares & Sánchez-Meca, 1998), metaphor (Goleman, 1995) visualization and imagination (Rossi, 1993; Pinillos & Fuster, 2010).
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