Iratxe Suberviola Ovejas

Bio: Iratxe Suberviola Ovejas is an academic researcher from University of La Rioja. The author has contributed to research in topics: Humanities & Primary education. The author has an hindex of 4, co-authored 6 publications receiving 29 citations.

Auto-percepción del profesorado sobre su formación en educación emocional

Abstract: Recent researchs on emotions say that many of the socio-educational characteristics of non-ordinary itinerary students are related to emotional competencies effectiveness. It shows the convenience of introducing emotional education programs with teacher.The aim of this study is to show the difference between; the formation and the designation of the teachers of the PCAs, and the perceived suitability, by this collective, about these aspects.

Competencia emocional y rendimiento académico en el alumnado universitario

Abstract: This study presents the purpose to demonstrate the benefits in the incorporation of the Emotional Education in the different educational stages, concretely as a promotion of the academic performance of the university students. For it, we realized an analysis in which there correlate the variable punctuations obtained in the TMMS-24 with the variable academic qualifications in a sample of students of 1 o degree in the University of La Rioja. The used instruments are: the TMMS-24; the theoretical exam; Paragraph for the practices. A correlational quantitative analysis is realized, between the variable punctuations obtained in the TMMS-24 and the variable academic qualifications, to three levels; 1) Of the whole sample and divided by the groups established according to the punctuations obtained in the TMMS-24 in each of the sub-scales; 2) the comparison of the averages in the qualifications theoretical and practical, according to the quartiles established with the punctuations obtained in the TMMS-24; 3) the analysis co relational of the variables, applying Pearson's test, pairing both the total punctuation and the punctuation of three sub-scales of the TMMS-24, with the qualifications obtained in the practical part and the theoretical one.

Aspectos básicos sobre el concepto y puesta en práctica de la coeducación emocional

Abstract: The current education theories pleads for a formation centred on the acquisition of competitions, skills and capacities. Inside these they would find the components of the Emotional Intelligence. The importance of investigating and gender the differences visible in the Emotional Competitions man and women it’s transcendental in the educational area since this allows to carry out an education that compensates the inequality whom the educational system and the not formal education have submitted to the different gender. The following document presents a theoretical proposal about the basic educational aspects that the Emotional Coeducation programs should incorporated, clarifying the differences in Primary Education and Secondary Education. The curricular aspects proposed are developed starting from investigations of emotional intelligence and emotional competencies whihc includes gender.

La socialización diferencial emocional de género como factor predictor del carácter

Abstract: This article follows the current that considers that the analysis of emotional competences and gender needs clarification because sometimes the results are referred to “sex” and not “gender”. This document is an analysis of different research about emotional competences and the variable “sex”/”gender”. There are three categories: emotional competences and “sex”; emotional competencies and “gender” and; emotional competencies and its relationship with the emotinal differential socialization of gender. The analysis indicates, keep it in mind the bond between emotional habilities an character training, the gender would be a predictor of this.

La formación en educación emocional de los docentes: una visión de los futuros maestros

Abstract: RESUMEN El presente estudio esta dirigido a conocer la opinion de los futuros docentes sobre la importancia y la necesidad de formacion en educacion emocional necesaria para el desempeno optimo del ejercicio profesional docente, con la finalidad de facilitar orientaciones que puedan fundamentar el diseno de la formacion inicial del profesorado en el marco del Espacio Europeo de Educacion Superior.En cuanto a la metodologia, se ha contado con una muestra de 265 alumnos. La informacion se ha recogido mediante la Escala de Importancia y Necesidades de Formacion en Educacion Emocional, y para su analisis se han empleado tecnicas correlacionales, analisis factorial, estadisticos descriptivos y diferencias de medias. El indice KMO >.5 y la significatividad de la prueba de esfericidad de Barlett indicaron que los datos eran aptos para ser sometidos a analisis factorial. En terminos generales, la consistencia interna de las dos subescalas principales de la EINFEM, observada en este estudio, se puede considerar bastante satisfactoria. Para las puntuaciones globales en las subescalas importancia y necesidades se obtuvieron valores de alfa igual a .91 y a .95, respectivamente.Los resultados indican que el alumnado participante concede mayor importancia a la formacion en competencias emocionales complementarias, posteriormente en competencias emocionales interpersonales, y por ultimo, en competencias emocionales intrapersonales. Respecto de las necesidades formativas se centran fundamentalmente en competencias emocionales interpersonales y competencias emocionales complementarias, y en menor medida en competencias emocionales intrapersonales. Ademas, existen diferencias significativas entre los alumnos en funcion del curso en el que estan matriculados. ABSTRACT The present study is aimed at knowing the opinion of future teachers about the importance and necessity of academic training in emotional education, which is essential for the optimal performance of their professional teaching work, with the purpose of providing orientations that may lay the foundation for the design of the initial training of teachers in the framework of the European Higher Education Area.The methodology used involved a sample of 265. Information was gathered using the Scale of Importance and Training Needs in Emotional Education, and analysed using correlation techniques, factor analysis, descriptive statistics and mean differences. The KMO >.5 measure and the significance of the Barlett’s sphericity test showed that the data were suitable for being subject to factorial analysis. In general terms, the internal consistency of the two main subscales of the EINFEM, observed in the present study, could be considered sufficiently satisfactory. For the global scorings in the subscales importance and necessities, alpha values were obtained equal to .91 and .95 respectively.The results indicate that the participating student group attaches the greatest importance to training in complementary emotional competencies, followed by interpersonal emotional competencies and, finally, intrapersonal emotional competencies. With respect to the training needs, these essentially focus on interpersonal emotional competencies and complementary emotional competencies and, to a lesser extent, on intrapersonal emotional competencies. Additionally, significant differences are found among students according to the educational course in which they are registered.

Integración de la Educación Emocional como Nuevo eje Conformador en el Grado Universitario de Turismo

Abstract: In the educational sector, the obligations of the State are, among others, to bet on a free, professional, innovative education with the capacity to adapt to the demands of society and to the changes that take place in it. The supervision and control on the part of the governance in the universities should have as main objective to pursue the quality of the educational service from the implantation of educational policies that will promote, among other elements, the company-university relationship facilitating the inclusion of the student in the working world while doing his studies and the integration of emotional education as a new shaping axis of the academic curriculum in the degree in Tourism. Methodology: from a qualitative approach, the teaching guides of the degree in Tourism are analyzed with the aim of demonstrating or refuting the inclusion of content and competences on Emotional Intelligence and the management of emotions within them.

Las habilidades socioemocionales en la escuela secundaria mexicana: retos e incertidumbres

Abstract: El presente articulo tiene como proposito analizar la insercion curricular de las habilidades socioemocionales en la escuela secundaria desde la perspectiva del planteamiento curricular del Nuevo Modelo Educativo para la educacion obligatoria presentado en el 2017, en el marco de la Reforma Educativa, el cual fue cancelado por el actual gobierno de Mexico, manteniendo el plan de estudios que continuara vigente hasta el 2020. Este texto presenta cuatro lineas de analisis: La perspectiva de la vida emocional en el contexto actual; el significado asociado a las habilidades socioemocionales; el papel que ha desempenado la escuela en el desarrollo de las habilidades socioemocionales y los elementos que plantea la asignatura de Tutoria y Educacion Socioemocional en educacion secundaria. La metodologia usada en este articulo es cualitativa, adherida a un modelo conceptual que se apoya en el analisis e interpretacion de documentos, datos, investigaciones, leyes, planes de estudio, entre otros. Finalmente se hace una serie de reflexiones en torno a los retos e incertidumbres que implica su insercion y desarrollo en el contexto actual.

Emotional intelligence in the field of education: a meta-analysis

Abstract: espanolLa Inteligencia Emocional es un factor clave que repercute en el bienestar social y mental de los alumnos, ayudandoles a regular y gestionar sus emociones, lo que les facilita a comprender su entorno y a tomar decisiones acertadas ante los diversos momentos estresantes que surgen diariamente en clase, lo que hace hincapie en que debe de ser un elemento continuo y progresivo desarrollado por medio de las entidades educativa. De ahi la intencion de llevar a cabo un meta-analisis con el fin de conocer el grado de fiabilidad, asi como los beneficios que reportan los programas de implementacion de Inteligencia Emocional en los discentes. La busqueda bibliografica se ha realizado en la base de datos Web of Science, SCOPUS y PubMed, obteniendo un total de 20 articulos publicados en las dos ultimas decadas relacionados con la tematica analizada y que respondieran a los criterios de inclusion. Solamente se incluyeron articulos de tipo longitudinal con los que se llevo a cabo un meta-analisis, obteniendo un tamano del efecto medio de 0.73, analizando a su vez la efectividad segun etapa educativa y duracion de la implementacion, siendo la Educacion Primaria la que obtuvo mejores resultados segun la aplicacion de los programas (TE=0.95), seguida de la Educacion Secundaria, a su vez se analizo la eficacia de las intervenciones segun la duracion del programa realizado, obtenido que los programas de media duracion eran los que mejores datos reportaban a los estudiantes. Llegando a la conclusion de que mayoritariamente los programas contribuyen al desarrollo y a la potenciacion de la Inteligencia Emocional de los discentes dotandolos de las habilidades necesarias para afrontar las situaciones que se acontecen en el dia a dia, asi como de la capacidad para sentirse auto-realizados con las tareas llevadas a cabo y con el esfuerzo aplicado. EnglishEmotional Intelligence is a key factor that affects the social and mental wellbeing of students, helping them to regulate and manage their emotions, which makes it easier for them to understand their environment and make the right decisions in the face of the different stressful moments that arise daily in class. which emphasizes that it must be a continuous and progressive element developed through educational entities. Hence the intention to carry out a meta-analysis in order to know the degree of reliability as well as the benefits reported by the programs of implementation of Emotional Intelligence in the students. The bibliographic search was carried out in the Web of Science, SCOPUS and PubMed database, obtaining a total of 20 articles published in the last two decades related to the subject analyzed and which met the inclusion criteria. Only longitudinal articles were included with which a meta-analysis was carried out, obtaining an average effect size of 0.73, analyzing in turn the effectiveness according to educational stage and duration of implementation, with Primary Education obtaining the best results. results according to the application of the programs (TE = 0.95), followed by Secondary Education, in turn, the effectiveness of the interventions was analyzed according to the duration of the program, obtained that the medium-term programs were the ones that reported the best results to the students. Reaching the conclusion that most of the programs contribute to the development and empowerment of the Emotional Intelligence of the students, equipping them with the necessary skills to face the situations that take place on a daily basis, as well as the ability to feel self-realized with the tasks carried out and with the applied effort.