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La Inteligencia emocional en la Educación

Revista electrónica de investigación psicoeducativa, ISSN 1696-2095, Vol. 6, Nº. 15, 2008 (Ejemplar dedicado a: Inteligencia emocional y educación), pags. 421-436
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    ABSTRACT: In this article, we describe the importance of complementing teachers� training with the learning and development of social and emotional aspects. It is in this way that Emotional Intelligence (EI) �understood as a complement of the cognitive development of teachers and students� is to play a role in the educational context. We review Mayer & Salovey�s ability model (1997), some of the programmes of socio-emotional improvement that are also designed for teachers and several activities for the development of teachers� EI. In addition, we examine the implications for teachers derived from the development of their EI to enhance their capacity to appropriately perceive, understand and manage one�s own emotions and those of others. En este artículo describimos la importancia de completar la formación del profesorado con el aprendizaje y desarrollo de aspectos sociales y emocionales. Así, la inteligencia emocional (IE), entendida como complemento del desarrollo cognitivo de profesorado y alumnado, entra en el contexto educativo. Revisamos el modelo de habilidad de Mayer & Salovey (1997), algunos de los programas de mejora socio� emocional diseñados para el profesorado, y algunas actividades para el desarrollo de la IE en el docente. Además, repasamos las implicaciones que tiene el desarrollo de su IE o capacidad para percibir, comprender y manejar adecuadamente las emociones propias y las ajenas.
    Revista electrónica interuniversitaria de formación del profesorado, ISSN 1575-0965, Vol. 13, Nº. 1, 2010 (Ejemplar dedicado a: Alta Habilidad. Superdotación y Talento), pags. 41-49.
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    ABSTRACT: Introduction. This paper describes the evaluation of two training programmes, one targeted at teachers and the other at pupils, the aim of both being to improve personal and social well-being through the development of emotional competence (emotional awareness, emotional regulation, emotional autonomy, social competence and life competencies). Method. Participants were 92 teachers and 423 children aged 6-12 years from various primary schools. A quasi-experimental pre-test/post-test design with control group was used to evaluate the efficacy of the two training programmes, with different instruments being applied to measure the evolution of emotional competence and its five dimensions. Results. The results showed a significant improvement in the emotional competence of par-ticipants at the end of the intervention, together with a better relational climate in schools. Discussion and Conclusion. They also corroborate current expert opinion that emotional competencies such as emotional awareness, emotion regulation, emotional autonomy, social competence, and life and well being competencies can be taught and learnt.
    Electronic Journal of Research in Educational Psychology 12/2012; 10(3):1183-1208.
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    ABSTRACT: El objetivo de este trabajo ha sido analizar la relación existente entre las actitudes sociales y la inteligencia emocional percibida (IEP) en una muestra de adolescentes Españoles, así como comprobar la influencia de ambas variables sobre el nivel de adaptación social que presentan los alumnos informado por sus profesores. En este estudio han participado 153 estudiantes de primer y segundo ciclo de Enseñanza Secundaria Obligatoria (E. S. O.) con edades comprendidas entre 11 y 17 años (M = 13,6; Sd = 1,59). Para evaluar el nivel de IEP se ha empleado la escala Trait Meta Mood Scale (TMMS-24), que valora diferentes dimensiones de tipo intrapersonal (atención, claridad y reparación emocional) y para evaluar el tipo de actitudes sociales de los estudiantes (pro-sociales, asociales y antisociales) se ha empleado el Cuestionario de Actitudes y Estrategias Cognitivas Sociales (AECS). Los resultados obtenidos han aportado evidencias de que la IEP autoinformada se relaciona significativamente con actitudes pro-sociales concretas. Además, la actitud prosocial Ayuda y Colaboración y la dimensión intrapersonal Atención Emocional, predicen el nivel de adaptación social de los estudiantes informado por su profesor. Este trabajo presenta importantes implicaciones educativas, ya que el conocimiento de los procesos por los que la inteligencia emocional se relaciona con la adaptación social nos permitirá emplear con más eficacia la educación emocional como estrategia de intervención en el ámbito educativo.The aim of this study was 1) to analyse whether perceived emotional intelligence (PEI) is related to social attitudes in a sample of Spanish adolescents, and 2) to examine the influence of both variables on students' social adaptation as assessed through teachers' evaluations. The sample were 153 first and second stage secondary education students (ESO), aged between 11 and 17 years (M = 13.6; Sd = 1.59). Perceived emotional intelligence was measured using the Trait Meta Mood Scale (TMMS-24), which evaluates different intrapersonal dimensions (attention, clarity and emotional repair), and students' social attitudes (pro-social, asocial and antisocial) was assess through the Attitudes and Social Cognitive Strategies Questionnaire (Cuestionario de Actitudes y Estrategias Cognitivas Sociales, AECS). Our results provide evidence that the PEI was significantly related to specific pro-social attitudes. Moreover, prosocial attitudes such as Help and Collaboration, and the intrapersonal dimension Emotional Attention predicted students' social adaptation as reported by the teacher. These results have important educational implications, since knowledge of the processes by which emotional intelligence is related to social adaptation will allow us to more effectively use emotional education as an intervention strategy in education.
    Revista de Psicología Social 12/2010; 26(1):105-117. · 0.50 Impact Factor

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