La inteligencia emocional en el ámbito educativo: un meta-análisis

Puertas-Molero, Pilar; Zurita-Ortega, Félix; Chacon-Cuberos, Ramon; Castro-Sánchez, Manuel; Ramirez-Granizo, Irwin; Valero, Gabriel Gonzalez

doi:10.6018/analesps.345901

Cited by 66 publications

(72 citation statements)

References 17 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…In addition, students with low academic performance seem to regulate their emotions worse than those with high performance, impeding school stress management [38]. This may be partly because young people with high levels of emotional intelligence are better able to cope with situations at school, feel self-realization and satisfaction with tasks performed and effort made [39].…”

Section: Emotional Intelligence (Ei) In the School: Influence On School Burnoutmentioning

confidence: 99%

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

et al. 2021

View full text Add to dashboard Cite

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

show abstract

Section: Emotional Intelligence (Ei) In the School: Influence On School Burnoutmentioning

confidence: 99%

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

et al. 2021

View full text Add to dashboard Cite

show abstract

“…Emotional intelligence is a current subject of great interest [23]. At the start of its theoretical development, Goleman [24] explained that individuals who control their feelings, and recognize and interpret them, show certain advantages over people who do not master their emotional life [25].…”

Section: Introductionmentioning

confidence: 99%

Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain

Román-Mata

Puertas-Molero

Ubago-Jiménez

et al. 2020

IJERPH

View full text Add to dashboard Cite

This is a descriptive and cross-sectional study in a sample of 1095 university students from southern Spain. The aim was to identify the frequency of health-fulfilling physical activity engagement reported by participants. Sufficient physical activity was categorized according to whether participants ‘achieved minimum recommendations’ (≥150 min of moderate physical activity) or ‘did not achieve minimum recommendations’ (≤150 min of moderate physical activity). Participants were further categorized as: inactive (does not engage in physical activity or sport), engaging in physical activity that is not beneficial to health (≤300 min of moderate physical activity per week) and engaging in physical activity that is beneficial to health (≥300 min of moderate physical activity per week). Possible relationships with psychosocial factors and perceived psychological distress were explored. An ad hoc questionnaire was used to record the time in minutes of physical activity engagement per week. The Connor–Davidson Resilience Scale, the Trait Meta-mood Scale, and Kessler Psychological Distress Scale were also administered. Statically significant differences are shown between the three examined groups: physical inactivity and non-beneficial physical activity; physical inactivity and beneficial physical activity, and; non-beneficial physical activity and beneficial physical activity. Positive and direct correlations were seen with respect to resilience and understanding, and emotional regulation, in addition to negative associations with respect to psychological distress. In conclusion, the more individuals engage in beneficial physical activity, the greater their resilience and emotional management, and the lower their rates of psychological distress.

show abstract

“…These factors pertain to a neuronal-hormonal means of producing affective experiences and are manifested in determined behaviours [ 16 , 17 , 18 ]. The appropriate use of emotions provokes a state of positive wellbeing in elementary students as it attributes them with sufficient skills and resources to overcome adverse situations [ 19 , 20 , 21 ]. Being emotionally intelligent implies having control over emotions and being able to use them effectively.…”

Section: Introductionmentioning

confidence: 99%

Physical Activity Level, Mediterranean Diet Adherence, and Emotional Intelligence as a Function of Family Functioning in Elementary School Students

et al. 2020

Self Cite

View full text Add to dashboard Cite

(1) Background: Family is considered as one of the most important elements for the transmission of healthy habits that improve the lives of students. For this reason, the present study aims to describe the degree of family functionality, emotional intelligence, Mediterranean diet adherence, and extra-curricular physical activity engagement. A further aim is to perform a correlational analysis between these variables. (2) Methods: To this end, an ad hoc questionnaire was used, alongside the APGAR, KIDMED, and Trait Meta Mood Scale (TMMS-24). (3) Results: Finally, the data suggest that a high percentage of students need to improve their diet. Further, students reporting severe family dysfunction showed worse outcomes. Thus, levels of emotional clarity were lower when family functionality was poor. Poor diet quality was also associated with lower emotional attention, with Mediterranean diet adherence being positively related to emotional clarity and repair, as well as normal family functionality. (4) Conclusions: Boys showed higher levels of adherence to the Mediterranean diet adherence, while girls reported higher family functionality. Thus, compliance with the minimum recommendations for physical activity engagement was associated with adequate adherence to the Mediterranean diet. The importance of diet for obtaining an optimal physical condition, adequate emotional state, and family functionality is highlighted.

show abstract

La inteligencia emocional en el ámbito educativo: un meta-análisis

Cited by 66 publications

References 17 publications

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

Benefits of Physical Activity and Its Associations with Resilience, Emotional Intelligence, and Psychological Distress in University Students from Southern Spain

Physical Activity Level, Mediterranean Diet Adherence, and Emotional Intelligence as a Function of Family Functioning in Elementary School Students

Contact Info

Product

Resources

About