Enhancing Emotional Awareness and Regulation: A Case Study of the experience of using the Emotongue App

Authors

DOI:

https://doi.org/10.30557/QW000092

Keywords:

Emotional Awareness, Emotional Regulation, Mobile Applications, Self-awareness, Digital Health

Abstract

This study examines the Emotongue app's impact on emotional awareness and regulation of two Spanish educators. Emotongue, grounded in the psychological constructionism of emotions approach (Barrett, 2006), enhances self-awareness and emotional regulation. Participants used the app for a month, responding to emotional prompts five times daily. A content categorical analysis of interviews and app logs revealed improvements in emotional granularity, regulation, and self-awareness, leading to changes in the self and in the way, participants interacted with the world. Emotongue demonstrates its potential as a valuable digital tool for promoting emotional well-being.

Author Biographies

Luana Bruno, University of Alcalá

Luana Bruno, PhD in Education and postdoctoral researcher at the University of Alcalá, has an extensive background in research and teaching. She is co-creator, with Dr. Iborra and Dr. Lindquist, of the free emotional management application EMOTONGUE. She is currently researching on issues related to emotional development and change. She also conducts research on migration and gender studies. She is involved in international projects on migration and affective-sexual relationships in adolescents. As a teacher, she has taught at the Faculty of Education Sciences in Primary and Early Childhood Education and postgraduate programmes, such as the Master in University Teaching and the Master in Teacher Training for Compulsory Secondary Education. She holds international certificates in Collaborative Practices and Systemic Therapy. From March 2017 to May 2021 she has been FPU research staff in the Department of Educational Sciences at the University of Alcalá. She has developed research stays in the USA, Germany, Poland and Italy.

Alejandro Iborra Cuéllar, University of Alcalá

Alejandro Iborra Cuéllar holds a PhD in Psychology from the University of Valencia and has been a full professor at the University of Alcalá since 2002. He directed the Department of Educational Sciences from 2013 to 2019 and currently coordinates the Doctoral Programme in Education and is the director of the Daisaku Ikeda Institute of Education and Development (IEDDAI). His background includes studies in integrative gestalt therapy, remodeled NLP and systemic therapy, and he has published extensively on personal identity formation and collaborative-experiential-transformational learning. He has taught in Psychopedagogy, Primary School Education Degree and postgraduate programmes, such as the Master's Degree in University Teaching and the Master's Degree in Teacher Training for Compulsory Secondary Education. She has undertaken research visits to universities in the United States, England and the Netherlands, and has participated in international educational projects in Equatorial Guinea, Chile, the Dominican Republic and the Sahrawi Arab Democratic Republic.  

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Published

2025-01-31

Issue

Vol. 20 No. 1 (2025): Qwerty 20.1

Section

Articles