Una de las lineas de investigacion que mas interes ha generado en los ultimos anos, dentro del campo de la Inteligencia Emocional (IE), ha sido el analisis del papel que
juegan las emociones en el contexto educativo y, sobre todo, profundizar en la influencia de la variable inteligencia emocional a la hora de determinar tanto el exito academico de los estudiantes como su adaptacion escolar. En los ultimos anos, se han realizado numerosos estudios con el proposito de analizar la relacion existente entre inteligencia emocional y rendimiento academico. Sin embargo, los resultados se muestran inconsistentes debido a la falta de consenso en cuanto a la definicion, operacionalizacion del constructo y la metodologia tan diversa que presentan los estudios. En este trabajo, analizaremos la relacion entre IE y el rendimiento academico asi como los objetivos y beneficios de la implementacion de programas de alfabetizacion emocional en los centros educativos.

/pdf/inteligencia-emocional-y-rendimiento-escolar-estado-actual-5g55yrzj3p.pdf

Inteligencia emocional y rendimiento escolar: estado actual de la cuestión

In this article, we describe the importance of complementing teachers’ training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI) – understood as a complement of the cognitive development of teachers and students– is to play a role in the educational context. We review Mayer & Salovey’s ability model (1997), some of the programmes of socio‐emotional improvement that are also designed for teachers and several activities for the development of teachers’ EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one’s own emotions and those of others.

/pdf/docentes-emocionalmente-inteligentes-pnh5fkh8s7.pdf

Docentes emocionalmente inteligentes

Resumen es: Introduccion. En este trabajo se presenta la evaluacion de dos programas de formacion, uno dirigido a maestros y otro a alumnos con el objetivo de mejora...

/pdf/desarrollo-de-la-competencia-emocional-de-maestros-y-alumnos-1fi5folqaz.pdf

Desarrollo de la competencia emocional de maestros y alumnos en contextos escolares

The literature considers the importance of social skills, self-concept and other related terms on the personal and academic development of adolescent. In this study, we use a quasi-experimental pre-test & post-test design with intentional selection of the sample, and analyse training needs on the area of social skills related to Emotional Intelligence (EI) of 142 students from seven secondary schools, who attend Initial Vocational Training Programmes (PCPI). The evaluation process use four questionnaires: The Form 5 about self-concept / AF5 by Musitu Garcia (2001), the Assessment Questionnaire about Interpersonal Difficulties in Adolescence / CEDIA by Saura, Mendez and Hidalgo (2000), Social Skills Scale / EHS by Gismero (2000) and the Assertive Conduct Self-report / ADCA by Garcia Perez and Magaz Lago (1994). The data analysis describe characteristics and needs and evaluate information obtained regarding deficits and improvements before and after intervention with these students, through an intervention programme to improve that skills. The information collected has allowed to highlight the changes needed by these young people in their socio-emotional response, since they are in constant risk, and have a lack of skills to avoid certain conflicting behaviours. The results reported show no statistically significant differences between pre-test and post-test, which raises a need to improve more profound and extensive interventions to develop these skills.

/pdf/autoconcepto-dificultades-interpersonales-habilidades-18sscmxju8.pdf

Autoconcepto, dificultades interpersonales, habilidades sociales y conductas asertivas en adolescentes

The recent appearance and rapid spread of the new SARS-CoV-2 coronavirus meant taking unprecedented measures to control the pandemic, which in Spain forced a state of alarm and a very strict confinement, leading the university system to become virtual online teaching. Taking into account the emotional deficiencies originated during the pandemic, among the most powerful tools to achieve engagement along with the identification, control and management of emotions is emotional intelligence (EI). The present study aims to establish the effect of the current confinement on the teaching-learning process and academic performance and the impact of the application of EI on university students. In total, 47 volunteers of the second course of the Degree in Pharmacy of the University of Granada (Spain) took part in this experience. Two temporary periods were established: at the beginning of the confinement period and after teaching several concepts of emotional intelligence online for two months. The Maslach Burnout Inventory-Student Survey Inventory (MBI-SS) and the Spanish version of Utrech Work Engagement Scale-Students (UWES-S) were used to evaluate the intervention. In total, 63.5% of the students presented academic burnout during the confinement before the intervention. After the EI workshops and seminars, only 31.1% presented academic burnout. Before the intervention with the emotional intelligence workshops, 44.6% experienced exhaustion, 41.7% cynicism and 60.3% felt it was ineffective in their academic performance. After the emotional intelligence workshops and seminars, 29.1% experienced exhaustion, 30.1% cynicism and 28.8% felt it was ineffective. The scores achieved after the study of EI in physiology classes led to better levels in all the variables studied. Students managed their adaptive processes more adequately and regulated their emotions better, as they felt less academic burnout and more engaged in their academic activities at the end of the study of EI through physiology.

Lockdown, Emotional Intelligence, Academic Engagement and Burnout in Pharmacy Students during the Quarantine

Resumen es: La Inteligencia Emocional (IE) ha surgido en los ultimos 25 anos como un concepto muy relevante del ajuste emocional, el bienestar personal, el exito en 

/pdf/la-inteligencia-emocional-en-la-educacion-4ukgxff61k.pdf

La Inteligencia emocional en la Educación

Affect is involved in many psychological phenomena, but a descriptive structure, long sought, has been elusive. Valence and arousal are fundamental, and a key question-the focus of the present study-is the relationship between them. Valence is sometimes thought to be independent of arousal, but, in some studies (representing too few societies in the world) arousal was found to vary with valence. One common finding is that arousal is lowest at neutral valence and increases with both positive and negative valence: a symmetric V-shaped relationship. In the study reported here of self-reported affect during a remembered moment (N = 8,590), we tested the valence-arousal relationship in 33 societies with 25 different languages. The two most common hypotheses in the literature-independence and a symmetric V-shaped relationship-were not supported. With data of all samples pooled, arousal increased with positive but not negative valence. Valence accounted for between 5% (Finland) and 43% (China Beijing) of the variance in arousal. Although there is evidence for a structural relationship between the two, there is also a large amount of variability in this relation. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Desiree Ruiz

Papers

La Inteligencia emocional en la Educación

On the relationship between valence and arousal in samples across the globe.