Impacto de la Inteligencia Emocional Percibida, Actitudes Sociales y Expectativas del Profesor en el Rendimiento Académico

Morales, María Isabel Jiménez; López-Zafra, Esther

doi:10.25115/ejrep.v11i29.1558

Cited by 21 publications

(5 citation statements)

References 27 publications

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“…So, some studies among undergraduated students have found a positive association between PEI and academic achievement (Pérez-Pérez & Castejón, 2006a), even after controlling the effect of the psychometric intelligence (Pérez-Pérez & Castejón, 2006b), while others have found no relation at all (Font, 2013). Some authors found only weak support for the relationship between both variables in students of secondary school (Buenrostro-Guerrero et al, 2012;Jiménez & López-Zafra, 2013) and, however, others don't detect any association in primary school pupils (Ferragut & Fierro, 2012). The lack of consistency reaches the results regarding the role of different skills.…”

Section: Introductionmentioning

confidence: 99%

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Serrano

Andreu

2016

REV PSICODIDACT

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This study extends previous research on perceived emotional intelligence (PEI), since it examines the connections between the PEI, perceived stress, subjective well-being, academic engagement, academic performance, age and sex in a sample of adolescents. It also analyses if the relationship between the PEI and performance is mediated by perceived stress, subjective well-being and/or academic engagement. The results obtained on a sample of 626 participants aged 13 to 18 show the existence of relationships between PEI and all the analyzed variables, except for age and academic achievement; as well as all the hypothesized variables as mediators show association with academic perfomance. The indirect effect of the PEI on this last is produced through the greater commitment to the study (engagement) and the least perceived stress. The implication of the results for different relational proposals between PEI and assessed variables is discussed.Keywords: perceived emotional intelligence, academic engagement, subjective well-being, perceived stress, academic achievement. ResumenEl presente estudio extiende la investigación previa sobre inteligencia emocional percibida (IEP), al examinar las conexiones entre IEP, estrés percibido, bienestar subjetivo, engagement académico, rendimiento, edad y sexo en una muestra de adolescentes; al tiempo que explora si estrés percibido, bienestar subjetivo y/o engagement académico median la asociación IEP y rendimiento. Los resultados obtenidos en una muestra de 626 participantes de entre 13 y 18 años muestran la existencia de relaciones entre IEP y todas las variables analizadas, a excepción de edad y rendimiento; al tiempo que todas las variables hipotetizadas como mediadoras sí se asocian con el rendimiento académico. El efecto indirecto de la IEP sobre este último se produce a través del mayor compromiso con el estudio (engagement) y el menor estrés percibido. Se discute la implicación de los resultados para diferentes propuestas relacionales entre IEP y las variables evaluadas.Palabras clave: inteligencia emocional percibida, engagement académico, bienestar subjetivo, estrés percibido, rendimiento académico Correspondence concerning this article should be addressed to Yolanda Andreu. Departamento de Personalidad, Evaluación y Tratamientos Psicológicos. Avda. Blasco Ibáñez, 13, 46010. Valencia (España).

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Section: Introductionmentioning

confidence: 99%

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Serrano

Andreu

2016

REV PSICODIDACT

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“…When focusing on the work used by the TMMS-24, Jiménez-Morales and López-Zafra [ 46 ], in a study on ESO students, they found a correlation between the attention and repair subscale and academic performance, though not for the Clarity dimension. Buenrostro-Guerrero et al [ 47 ], in a study on a sample of first-year high school students, observed a positive and significant correlation with academic performance only for the TMMS-24 Repair dimension.…”

Section: Discussionmentioning

confidence: 99%

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

et al. 2020

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Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

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“…Pensando Psicología La importancia de investigar sobre la inteligencia emocional y las habilidades sociales, radica en que los alumnos que la poseen presentan mayor adaptación y competencia social, ya que utilizan estrategias cognitivas de resolución de problemas sociales y académicos, muestran mayor respeto por la normas, son capaces de identificar sus emociones y las de otros (empatía afectiva), así como pueden ponerse en el lugar del otro (empatía cognitiva) variables que se correlacionan con el alto rendimiento académico de éstos (Guil et al, 2006;Jiménez y López, 2013).…”

Section: Justificaciónunclassified

Relación entre los dominios de la inteligencia emocional con las habilidades sociales en estudiantes universitarios

Sánchez-Ceballos,

Trujillo Galeano,

Ramírez Garzón

et al. 2023

Pensando Psicol.

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La presente investigación tiene como objetivo relacionar los dominios de la inteligencia emocional y las habi-lidades sociales en estudiantes universitarios. Método: investigación de tipo no experimental, comparativo/correlacional. Se evaluaron un total de 314 es-tudiantes de educación superior de un programa de psicología de la cuidad de Bello, Antioquia. Para la reco-lección de datos, se aplicaron el cuestionario de habilidades sociales CHASO III y la escala de metacognición emocional TMMS-24 para inteligencia emocional. Resultados: se identificó que existe una correlación positiva significativa entre los dominios de inteligencia emocional y habilidades sociales. Así como, una diferencia estadísticamente significativa a favor del grupo hombres en algunos aspectos de las habilidades sociales y, por grupo edades, sobresalen los participantes mayores de 26 años en algunos elementos de inteligencia emocional y habilidades sociales. Por último, los factores pedir disculpas y expresar sentimientos positivos de habilidades sociales presentan mayor fuerza de asociación con las competencias emocionales.

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Impacto de la Inteligencia Emocional Percibida, Actitudes Sociales y Expectativas del Profesor en el Rendimiento Académico

Abstract: Introduction. The aim of this study is to analyze the role that Perceived Emotional Intelli-

Cited by 21 publications

References 27 publications

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Perceived Emotional Intelligence, Subjective Well-Being, Perceived Stress, Engagement and Academic Achievement of Adolescents // Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes

Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

Relación entre los dominios de la inteligencia emocional con las habilidades sociales en estudiantes universitarios

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