Educación de la inteligencia emocional en edad escolar: Un estudio exploratorio desde la perspectiva docente

García-Tudela, Pedro Antonio; Marín-Sánchez, Pedro

doi:10.15359/ree.25-3.6

Cited by 11 publications

(23 citation statements)

References 20 publications

(22 reference statements)

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“…Some authors also mentioned that the greater the age the lower the emotional regulation [ 63 ], while other authors have shown that emotional intelligence improve with age [ 9 , 62 , 79 ]. There are also studies highlighting that no statistically significant differences exist with regards to age and emotional intelligence [ 2 , 65 , 80 ].…”

Section: Discussionmentioning

confidence: 99%

“…Said authors stated that primary education teachers display higher levels of emotional intelligence compared to infant school teachers. García-Tudela and Marín-Sánchez [ 65 ] contend that both infant education and primary education involve play activities such as gamification and game-based learning, amongst other strategies, that enable work to be carried out with issues linked to emotional intelligence, and which can directly impact teachers’ emotional intelligence. Some authors claim that the educational stage at which teachers teach has no significant difference on the levels of emotional intelligence developed [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

“…Emotional regulation is one of the most complex skills to develop. Teachers with high levels of emotional regulation are prone to positive and negative feelings, capable of processing information and promoting an understanding of personal growth, and applying strategies to regulate their emotions and the emotions of others [ 1 , 65 ].…”

Section: Discussionmentioning

confidence: 99%

“…With regards to age, some studies find that socioemotional skills improve with age [ 9 , 62 ], whereas others report that the higher the age the lower the emotional regulation [ 63 ] and the less interest there is in perceiving emotions [ 64 ]. Another study shows that there are no statistically significant differences between age and socioemotional skills [ 65 ].…”

Section: Introductionmentioning

confidence: 99%

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The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

Arteaga-Cedeño

Martín

Antón

et al. 2022

IJERPH

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Emotional intelligence is the key to students’ psychological-social well-being and academic performance, and teachers must provide socioemotional education in the classroom. To achieve this, teachers must display high levels of socioemotional skills that ensure their own personal, social, and career well-being and, as a result, that of their students. This study seeks to gain an insight into the levels of socioemotional skills of emotional perception, emotional understanding, and emotional regulation and how these are linked to the sociodemographic and career profile of teachers in infant and primary education. For this, we surveyed 351 teachers—310 female and 41 male—aged between 20 and 69. We used the Trait Meta-Mood Scale-24 (TMMS-24) together with a questionnaire (ad hoc) to determine the sociodemographic and career profile of participating teachers. Statistical analysis of the data showed that gender impacts on emotional regulation and emotional perception, while age and number of the children were also seen to have significant difference on emotional regulation and emotional perception. In contrast, professional qualifications were only seen to affect emotional perception. The variable reflecting the level at which staff teach showed significant difference on emotional perception and emotional understanding, while administrative posts held by teachers also demonstrated significant difference on their emotional understanding. The results confirm that sociodemographic and work-related variables impact the level of socioemotional skills of infant and primary education teachers. These aspects should be taken into account in the structure and planning of training aimed at developing socioemotional skills in order to ensure their success.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

Arteaga-Cedeño

Martín

Antón

et al. 2022

IJERPH

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“…However, emotional education in schools has thus far been approached only scantly and voluntarily in a transversal manner [ 7 , 8 ]. Whilst intervention programmes aimed at students have been implemented at different stages of education, programmes designed for teachers remain few and far between [ 9 , 10 , 11 , 12 ].…”

Section: Introductionmentioning

confidence: 99%

Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Martín

Arteaga-Cedeño

Antón

et al. 2022

IJERPH

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Emotional intelligence is a key social skill for teachers. The teaching profession requires programmes that are geared towards emotional education that will enable teachers to develop emotional intelligence in order to foster their general well-being. The aims of this paper were: firstly, to test the effectiveness of the programme in emotional education implemented through group segmentation based on teachers’ sociodemographic and work profile factors, and secondly, to ascertain whether there were any significant differences in the factors that make up the model of emotional intelligence with regard to the sociodemographic and work variables of teachers in the experimental group in a pre–post analysis study. The design of the research was experimental. The sample was made up of 351 infant and primary education teachers, 190 in the experimental group and 161 in the control group. We used the Trait Meta-Mood Scale-24 together with a questionnaire to define teachers’ sociodemographic and work profiles. Implementing the emotional education programme led to significant differences in the three factors of emotional intelligence (perception, understanding and emotional regulation) depending on the sociodemographic and work profile of the teachers in the experimental group. Applying segmentation allows us to conclude that intervention programmes should be adapted to the sociodemographic and work profile of the participant group. When designing programmes, the method considered should be active, participative, flexible and focused on the teachers’ own experience.

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Оценка Уровня Эмоционального Интеллекта В Межкультурной Образовательной Среде

et al. 2022

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Introduction. Currently, the training of professionally competent specialists is a priority in the higher education system. One of the productive creative approaches is the development of emotional intelligence (EI/EQ), which contributes to the development of emotional intercultural competence to accelerate adaptation in a new intercultural environment.Aim. The aim of the research is to empirically determine the level of emotional intelligence in the intercultural context for further improving work with students of the humanities and economics specialities and proposing new techniques that develop emotional intercultural competence.Methodology and research methods. The methodological basis of the research is the concept of developing emotional intelligence as an integral part of soft skills. To study the level of emotional intelligence, the authors used the Mark Daniel Self-Scoring Emotional Intelligence Tests, which are a compilation of tests designed to study the level of emotional intelligence and determine the strengths and weaknesses of the test takers. The methods of psycho-diagnostics, comparison and generalisation of the obtained results were used. The test results were analysed using the SPSS.27 statistical package.Results. The research results help to understand the psychological characteristics of students of the humanities and economics specialities, taking into account the cultural context, which makes it possible to predict the difficulties and problems faced by teachers in the process of work with this type of students, to more accurately determine the characteristics and motives of their behaviour and the characteristics of the professional development of the individual. It also helps to select the right curriculum to meet students’ needs.Scientific novelty. The scientific novelty of the research consists in supplementing the existing knowledge in the field of EI about the psychological characteristics of representatives of the humanities and economics specialities in the context of intercultural communication and further forecasting their development based on correctly selected teaching methods.Practical significance. The presented features of students of the humanities and economics specialities can be employed by teachers when interacting with them and organizing the educational process, taking into account their interests and needs, as well as adjusting the level of development of EI. The results obtained can be useful in the preparation of educational and methodological complexes specifically designed for the development of emotional intercultural competence.

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Educación de la inteligencia emocional en edad escolar: Un estudio exploratorio desde la perspectiva docente

Cited by 11 publications

References 20 publications

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

The Sociodemographic-Professional Profile and Emotional Intelligence in Infant and Primary Education Teachers

Group Segmentation as a Strategy for Implementing the Intervention Programme in Emotional Education for Infant and Primary Teachers

Оценка Уровня Эмоционального Интеллекта В Межкультурной Образовательной Среде

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