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Sustainability 2017, 9(9), 1626; doi:10.3390/su9091626

Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts

1
Basic Psychology Department, Universitat de València, 46010 Valencia, Spain
2
Business Management Department, Universitat de València, 46022 Valencia, Spain
*
Author to whom correspondence should be addressed.
Received: 31 July 2017 / Revised: 30 August 2017 / Accepted: 8 September 2017 / Published: 13 September 2017
(This article belongs to the Special Issue Entrepreneurial Sustainability: New Innovative Knowledge)
View Full-Text   |   Download PDF [222 KB, uploaded 13 September 2017]

Abstract

This paper investigates the behavior of children from low socioeconomic status families and examines the effects of a socioemotional education program on aggression in children. The results of the program are compared according to the children’s gender and age, the family structure, the parents’ educational attainment, and social status. The results show that applying socioemotional education programs reduces children’s aggression and encourages positive development during adolescence. This positive development fosters open, expressive behavior. View Full-Text
Keywords: socioemotional education; aggressive behavior; socioeconomic status (SES); gender; parents’ educational attainment; education innovation socioemotional education; aggressive behavior; socioeconomic status (SES); gender; parents’ educational attainment; education innovation
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

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Tur-Porcar, A.; Mas-Tur, A.; Malonda Vidal, E. Long-Term Educational Sustainability: Educational Innovation in Social Vulnerability Contexts. Sustainability 2017, 9, 1626.

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