Estudio sobre la inteligencia emocional y los factores contextuales en estudiantes de cuarto de educación primaria de la provincia de Granada

Ferres, Marta Alonso; Luna, Emilio Berrocal de; Sánchez, Miguel

doi:10.6018/rie.36.1.281441

Cited by 12 publications

(19 citation statements)

References 15 publications

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“…Furthermore, the EI variables (interpersonal and adaptability) showed higher values for men than for women. This data could justify the stereotyped view that remains in some contexts, where women hold back and do not openly show their emotions [ 9 ]. It may be that evidence is conditioned by the higher number of women in the sample, which would make it difficult to extend the results to other contexts.…”

Section: Discussionmentioning

confidence: 96%

“…Therefore, health, social, academic and professional success, as well as overall quality of life are positively considered [ 60 ]. Finally, these findings show that EI is a relevant indicator of vital satisfaction, so it is essential to promote actions within the university context [ 9 ].…”

Section: Discussionmentioning

confidence: 99%

“…Different studies have analyzed the factors that contribute to the protection and well-being of individuals in the university context through the complementarity of cognitive and social-emotional skills. This was done to not only measure issues related to the learning outcomes generated by the university teaching activity, but also to improve features related to the individuals’ health [ 4 , 5 ], with academic performance [ 6 ], with the benefits of Emotional Intelligence (hereinafter EI), or as a resource to establish positive relationships, cooperative work, conflict resolution skills and positive thinking [ 7 , 8 ] and its relationship with context [ 9 ]. Evidence suggests that the proper management of emotional competencies, as well as their learning and development, may act as a preventive factor against negative emotional charge [ 10 ], assuming a key role in managing challenge situations properly [ 11 ], capable of promoting behaviors and prioritizing options that encourage decision making [ 12 ].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Emotions as Predictors of Life Satisfaction among University Students

Gavín-Chocano

López-Barajas

Ubago-Jiménez

et al. 2020

IJERPH

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Emotional management is a decisive factor in building stimulating environments for the comprehensive development of individuals. In this study, 338 students enrolled in education degrees (n = 338), with an average age of 22.88 years (±5.50), participated. The following instruments were used: Satisfaction with Life Scale (SWLS), Wong Law Emotional Intelligence Scale (WLEI-S), Trait Meta Mood Scale 24 (TMMS 24) and Emotional Quotient Inventory (EQi-C). The objective was to determine the complementarity of certain dimensions of EI that predict greater life satisfaction based on the multivariate statistics of structural equations. The multi-group model obtained good structural validity (χ2 = 103,729; RMSEA = 0.078; GFI = 0.917; CFI = 0.942; IFI = 0.943). In addition, significant correlations were found between life satisfaction and all dimensions were included in the emotional intelligence instruments used (p < 0.01). In terms of gender, we found that women had higher scores in all EI dimensions, in contrast to life satisfaction, where men had higher scores. The findings suggest the importance of working emotions in future educators to become satisfied and effective professionals.

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Section: Discussionmentioning

confidence: 96%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Emotions as Predictors of Life Satisfaction among University Students

Gavín-Chocano

López-Barajas

Ubago-Jiménez

et al. 2020

IJERPH

View full text Add to dashboard Cite

show abstract

“…In recent decades, there has been growing evidence of the importance of EI competency in primary school (Karavasilis et al, 2010;O'Rourke et al, 2010;Kopecki and Katavic, 2011;O'Connor, 2012;Pangiras et al, 2012;Baumeister et al, 2014;Barmpouti et al, 2015;Ferres et al, 2018). The new competencies needed for academic achievement in primary school are no longer exclusively academic (Aslam, 2018;Howard and Cogswell, 2018;Vahabzadeh et al, 2018;Vasilieva, 2018).…”

Section: Discussionmentioning

confidence: 99%

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Pozo-Rico

Sandoval

2020

Front. Psychol.

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Background: The primary aim of the current study was to develop a multimethodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction. Methods: Seventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666). Results: Implementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group. Conclusion: Emotional intelligence as a key academic competency.

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“…El concepto de IE, ha resultado ser de un interés creciente a lo largo de los años en toda la comunidad científica, a partir de la definición de Salovey & Mayer (1990), formalizando un constructo amplio relacionado con la actividad cognitiva, diversificando diferentes modelos conceptuales para orientar el origen y relación a determinados factores (Cazalla-Luna & Molero, 2016), ayudando a conocer qué cualidades poseen las personas (Alonso-Ferres, Berrocal de Luna & Jiménez-Sánchez, 2018).…”

Section: Inteligencia Emocionalunclassified

Valor predictivo de la Inteligencia Emocional Percibida y Calidad de Vida sobre la Satisfacción Vital en personas con Discapacidad Intelectual

Gavín-Chocano

López-Barajas

2019

rie

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El presente estudio pretende mostrar evidencias sobre la relación entre inteligencia emocional, calidad de vida (criterios objetivos y subjetivos) y satisfacción vital en personas con Discapacidad Intelectual. La muestra está compuesta por 15 sujetos (n=15), con una edad media de 34.93 años (±12.28) y grado de discapacidad promedio del 64.07%. Se utilizaron los siguientes instrumentos: Trait Meta Mood Scale 24 (TMMS 24), Escala INICO-FEAPS (modalidad autoinforme e informe de otras personas) y Satisfaction with Life Scale (SWLS). Los resultados evidenciaron la relación positiva entre algunas de las dimensiones de inteligencia emocional, calidad de vida y satisfacción vital (p<.05). Por otra parte, los análisis de regresión mostraron la asociación positiva entre inteligencia emocional (reparación) y satisfacción vital (criterios subjetivos); calidad de vida (bienestar físico y bienestar emocional) y satisfacción vital (criterios objetivos). Las consecuencias prácticas de este estudio sugieren fomentar programas de inteligencia emocional para este colectivo. The present study attempts to provide evidence of the existing relation between emotional intelligence, quality of life (objective and subjective criteria) and life satisfaction in people with Intellectual Disability. The sample of the study is composed of 15 subjects (n=15) aged 34.93 on average (±12.28) who have a disability degree ratio of 64.07%. The following tools were used: Trait Meta Mood Scale 24 (TMMS 24), INICO-FEAPS Scale (self-report and other people’s report) and Satisfaction With Life Scale (SWLS). The results proved the positive relation between some of the dimensions of emotional intelligence, quality of life and life satisfaction (p<.05). On the other hand, the regression analysis showed a positive association between emotional intelligence (reparation) and life satisfaction (subjective criteria); quality of life (physical and emotional wellness) and life satisfaction (objective criteria). The practical consequences of this study suggest that emotional intelligence programs for this collective ought to be encouraged.

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Estudio sobre la inteligencia emocional y los factores contextuales en estudiantes de cuarto de educación primaria de la provincia de Granada

Cited by 12 publications

References 15 publications

Emotions as Predictors of Life Satisfaction among University Students

Emotions as Predictors of Life Satisfaction among University Students

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Valor predictivo de la Inteligencia Emocional Percibida y Calidad de Vida sobre la Satisfacción Vital en personas con Discapacidad Intelectual

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