Uso del humor e inteligencia emocional en estudiantes de Secundaria

Bordás, Carlos Salavera; Supervía, Pablo Usán

doi:10.6018/reifop.21.3.318301

Cited by 3 publications

(1 citation statement)

References 25 publications

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“…El humor es una actividad universal que el ser humano realiza diariamente y que tiene importantes funciones sociales, emocionales y cognoscitivas (vid. Führ 2002;Wicki 2010;Fox et al 2016;Galindo Merino 2017;Lyon 2017;Salavera y Usán 2018;Bergen 2019;Halfpenny y James 2020;Paine et al 2020, entre otros).…”

Section: El Humor Verbal En El Desarrollo Lingüístico Tardíounclassified

Reflexiones metalingüísticas sobre el humor verbal en niños y adolescentes de dos entornos sociales diferentes

Hess Zimmermann,

Jiménez Mendoza

2021

lmne

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Section: El Humor Verbal En El Desarrollo Lingüístico Tardíounclassified

Reflexiones metalingüísticas sobre el humor verbal en niños y adolescentes de dos entornos sociales diferentes

Hess Zimmermann,

Jiménez Mendoza

2021

lmne

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Emotional Intelligence and The Use of ICT in Upper Basic Education Students

Villacís,

Peña,

Mejia

et al. 2024

RGSA

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Objective: This study aimed to establish the statistical relationship between emotional intelligence and the use of ICT among Upper Basic Education students in the provinces of Guayas and Manabí, Ecuador. Theoretical Framework: The study delves into the theoretical models of emotional intelligence, highlighting the proposals of Salovey and Mayer, Goleman, and Bar-On, which emphasize the ability to recognize, understand, and manage one's own emotions and those of others. Additionally, it analyzes the fundamental role of ICT in contemporary society, underlining its capacity to transform how we communicate, work, and learn. Method: The study was quantitative, with a descriptive and correlational level. The population consisted of 262 students. A purposive sample of 165 students was selected. The variable of emotional intelligence was measured using the BarOn ICE emotional inventory adapted by Ugarriza (2001), and the use of ICT was measured using the MULTICAGE-TIC instrument designed by Méndez-Gago et al. (2018). Results and Discussion: It was found that most students have adequate development scores in the components of emotional intelligence, except for the interpersonal component. Additionally, they make intensive use of the internet, instant messaging, and mobile phones. The Spearman's rho correlation coefficient yielded 0.730 and a p-value of 0.000 at the 0.01 level. It was concluded that there is a significant relationship between the variables analyzed. Implications of the Research: The implications of this research are broad and promising. By establishing a connection between emotional intelligence and information and communication technologies (ICT), it opens up a new field of study with great potential. On the one hand, it envisions opportunities to develop technological tools that foster the development of emotional intelligence in people of all ages. Originality/Value: The originality and value of this research lie in its interdisciplinary approach by connecting two seemingly distant fields: psychology, with its study of emotional intelligence, and technology, represented by ICT. By exploring the relationship between these two concepts, this research opens up new avenues for understanding how digital technologies influence our emotions and how we can use them to promote emotional well-being.

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Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence

et al. 2022

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In the diverse and complex society in which we live, the support that an appropriate emotional intelligence can provide to adolescents to achieve a satisfactory, balanced, and peaceful coexistence is increasing. The aim of this research was to determine whether personal, academic, and social variables influenced emotional intelligence in adolescent populations. A descriptive-inferential study was carried out with 964 students of compulsory secondary education (M = 14.18; SD = 1.28), applying the emotional intelligence scale Trait Meta-Mood Scale (TMMS-24). The results show better emotional attention in boys who practice physical exercise and have good social skills; better emotional clarity in girls who practice physical exercise and have good social skills; and better emotional repair in girls under 13 years of age, who practice physical exercise, have a good academic record and good social skills. In conclusion, a solid and specific knowledge of the personal, academic, and social variables that may influence the development of emotional intelligence in the adolescent period allows helping students in the prevention or modification of undesirable aspects they may have in their relationships with society.

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Uso del humor e inteligencia emocional en estudiantes de Secundaria

Cited by 3 publications

References 25 publications

Reflexiones metalingüísticas sobre el humor verbal en niños y adolescentes de dos entornos sociales diferentes

Reflexiones metalingüísticas sobre el humor verbal en niños y adolescentes de dos entornos sociales diferentes

Emotional Intelligence and The Use of ICT in Upper Basic Education Students

Influence of Personal, Academic, Social, and Level of Physical Activity Variables on Emotional Intelligence

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