Evaluación de la inteligencia emocional y la conducta prosocial y su correlación en alumnado de Educación Primaria

Abstract

El estudio evalúa la inteligencia emocional y la conducta prosocial del alumnado de Educación Primaria, analiza la relación existente entre ambos constructos, y determina si hay dimensiones de la inteligencia emocional que puedan predecir la conducta prosocial. Es una investigación cuantitativa, que responde a un diseño descriptivo, correlacional y predictivo, en el que han participado 229 estudiantes. Los resultados evidencian niveles medio-altos de inteligencia emocional y conducta prosocial en el alumnado, la existencia de una relación directamente proporcional entre inteligencia emocional y conducta prosocial, y la relevancia de la dimensión interpersonal como factor predictor de la conducta prosocial.

Emotional Development Questionnaire for Primary Education (CDE_9–13)

“…In this study, social competence and autonomy contribute predictive value to prosocial behavior and adjustment difficulties above each of the subject's personality dimensions. These results are consistent with other recent studies [82,83] and support the proposition that the CDE_9-13 has predictive capacity for socially relevant variables. People who possess socioemotional competencies are more aware of their emotions and the needs of others, maintaining more positive and satisfactory relationships and developing more likely prosocial behaviors [84].…”

Emotional Intelligence and Executive Functions in the Prediction of Prosocial Behavior in High School Students. An InterDisciplinary Approach between Neuroscience and Education

“…In general, EI and EF turned out to be two variables with a high impact on PSB, particularly in the case of EI and, more moderately, in the case of EF, consistent with the previous literature review [ 28 , 36 ]. In the case of EI, the high predictive potential [ 6 ], not only on the overall PSB but also on all the dimensions that form the criterion variable construct, became apparent [ 6 ].…”

“…In general, it can be affirmed that there is a consensus in including in the construct four distinct areas: perception, regulation, understanding and use of emotions [ 25 , 26 , 27 ]. EI and PSB are two constructs with a high level of application in the educational field, although interest in them is relatively recent [ 22 , 28 , 29 ]. These authors argue that the reason for this late interest is due to the fact that there is currently a tendency to attend to the integral development of students as opposed to a traditional teaching–learning process that tries to reject any element with emotional links.…”

“…On the other hand, prosocial behavior encompasses actions that benefit another person, such as helping, sharing, showing consideration and concern and making amends for past mistakes [ 7 ], and brings benefits both at the level of micro contexts (such as family and school) and at the level of macro contexts (more complex social structures). For this reason, educational innovation is trying to increase its presence in educational contexts under various names, from specific activities to larger projects [ 28 ]. In fact, these authors developed a quantitative study that responded to a correlational and predictive design focused on the analysis of the relationship between these two constructs.…”

Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria

“…Las y los docentes con mayores niveles de competencia emocional muestran menores síntomas de estrés y mayores niveles de ilusión por enseñar y liderazgo pedagógico (Villa, 2019), por lo que la competencia emocional parece contribuir a reducir el común síndrome de burnout de esta comunidad profesional (Oberle et al, 2020;Puertas, Zurita, Ubago y González, 2019). Por tanto, el resultante bienestar docente refl eja en el aula mejor manejo del confl icto, mayor clima de apoyo, conductas prosociales, mayor sentimiento de pertenencia, mayor motivación al aprendizaje y mejor rendimiento académico (Jones, Bouffard y Weissbourd, 2013;Sporzon y López-López, 2021). Asimismo, como profesionales de la educación, se ha demostrado que los docentes precisan desarrollar habilidades como la empatía, la comunicación positiva y la motivación para generar entornos óptimos de aprendizaje, así como más atentos y respetuosos con la diversidad (Hitt y Tucker, 2016;Puertas et al, 2018;Uitto et al, 2015).…”