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Emotional intelligence in Education
... Research shows that EI affects adolescents in their curricular and extracurricular activities (Brackett et al., 2006;Ciarrochi et al., 2001;Sánchez-Núñez et al., 2008;Trinidad & Johnson, 2002) and have different outcomes. For example, low EI abilities facilitates the occurrence of difficulties (Fernández-Berrocal & Ruiz, 2008) in interpersonal relationships (Brackett et al., 2006;Lopes et al., 2005), in psychological well-being and in academic performance (Fernández-Berrocal et al., 2006) as well as the occurrence of disruptive behaviors such as antisocial behaviour (Mestre et al., 2006;Petrides et al., 2004) and substance abuse (Brackett et al., 2004;Brackett & Mayer, 2003). At the other end, improved emotional abilities predict positive results in health, social relations, performance and psychological well-being (Greven et al., 2008;Ruiz-Aranda et al., 2012;Schutte et al., 2007;Smith et al., 2008), increased satisfaction in relationships, diminish burnout occurrence, suppress psychopathological tendencies and engage in healthy lifestyle habits (Laborde et al., 2016;Peña-Sarrionandia et al., 2015). ...
... Overall, the results of the present study are promising and reinforce the importance of EI interventions in schools where adolescents can improve their social abilities, becoming better equipped to overcome a series of academic obstacles and to improve their psychological wellbeing (Fernández-Berrocal et al., 2006;Fernández-Berrocal & Ruiz, 2008;Ruiz-Aranda et al., 2012). In turn, it can also enable them to adjust well later in their adult lives. ...
The current study explored the effects of an experiential intervention on emotional intelligence in adolescents. A sample of 238 teenagers and adolescents aged 16 and 19 years went through an emotional intelligence (EI) development programme comprising eight exercises. The exercises were developed based on the Mayer and Salovey four-branch ability model. Participants were assessed pre- and post-intervention with the Mayer-Salovey-Caruso Emotional Intelligence Test. Scores on emotional intelligence and three of its four related branches were significantly increased after the intervention. Additionally, findings revealed that the improvements in scores were stronger for participants with initially average scores on EI. Adolescents with low levels of EI can benefit from an experiential-oriented intervention to improve their abilities in perceiving and managing their emotions in relation with themselves and others. Further conclusions, limitations, and future research prospects are also discussed.
... 55.3% are children and young people under 30 years of age.* Introduction Emotional intelligence and abilities A lack of EI can provoke or facilitate the appearance of behaviour problems in students in areas of interpersonal relationships, psychological well-being, academic performance, and the appearance of disruptive behaviours (Fernández-Berrocal & Ruiz Aranda, 2008). ...
... Developing the emotional abilities of children and adolescents through emotional intelligence training programmes have been shown to improve the psychological wellbeing of children and adolescents within school contexts (Fernández-Berrocal & Ruiz-Aranda, 2008;Ruiz-Aranda et al., 2012;Castillo et al., 2013). ...
Fatalism is characterised by individuals perceiving a low level of control over their own behaviour and contextual conditions that affect their beliefs, attitudes and emotions. Studies on this phenomenon carried out in Latin American contexts show a link between fatalism and situations of poverty and inequality. Abilities to process and regulate emotional states can influence the reduction of fatalism and aggressive behaviour. Emotional intelligence (EI) provides a theoretical framework to understand the processing of emotional abilities.
The objective of this study is to explore the relationship between emotional abilities of adolescents based on the EI ability model and variables associated with fatalism.
Latin American adolescents who were recruited through several schools in Nicaragua participated in the study (n=666, 56% female, mean age of 13.76 years).
Results show that students reported high levels of anger, frustration and irritability, which is associated with a greater perception of lack of control and with greater pessimism. Greater hostility and anger is associated with greater pre-determination, characterised by attitudes of resignation and passivity. Higher reports of negative feelings are related to a greater perception of loss of control. Greater fatalism is associated with greater difficulty in emotional control and emotional acceptance, a lower capacity for emotional clarity and greater interference in goal-directed behaviour. Difficulty in regulating one's emotions is associated with higher levels of anger, irritability and frustration.
In conclusion these results suggest that EI programmes created to develop emotional abilities can be effective at reducing levels of anger, frustration, irritability and fatalistic traits in adolescents.
... Physical and material wealth is not a guarantee of true happiness. This rationalization reflects that education should emphasize the development of students' social and emotional aspects (Berrocal & Ruiz, 2008), so as to prepare graduates to be able to survive facing challenges of the times. Emotional intelligence is considered as an umbrella of habits, skills, attitudes, and nature (Furtner, Rauthmann, & Sachse, 2010). ...
... Learning is more oriented only towards the empowerment of intellectual intelligence from the past until now. As a result, the whole time is mostly spent for teaching students concepts, facts, principles, theories, formulas of knowledge, and tend to ignore the emotional elements (Berrocal & Ruiz, 2008). Emotional intelligence is not managed maximally since it is assumed that students will have emotional intelligence automatically if they have intellectual intelligence. ...
Students have unique ways in managing the information in their learning process. VARK learning styles associated with memory are considered to have an effect on emotional intelligence. This quasi-experimental research was conducted to compare the emotional intelligence among the students having auditory, reading, and kinesthetic learning styles in elementary school in Ambon-Maluku. Emotional intelligence was measured by a questionnaire developed based on the theory of emotional intelligence according to Goleman (19 98). The learning style instrument was adapted from Fleming (2001). The results of this research show that learning styles have significant effect on emotional intelligence. Kinesthetic learners have a higher emotional intelligence than those of the auditory and reading learners, as much as 8.35% and 6.11% respectively. This research recommends that schools and teachers need to provide a conducive learning environment, including utilizing constructivist learning strategies which are appropriate with the development of the elementary school students. Further researches are required to investigate the changes of the students' learning styles along with their development into higher education levels, and its effect on their emotional intelligence.
... A large number of studies have explored the links between EI and various life outcomes (Leberecht, 2018;Zeidner et al., 2012), including in the educational arena, for both students and teachers (Balluerka et al., 2016;Brackett and Katulak, 2006). Findings from studies conducted with adults included links between EI and psychological health (Brackett and Salovey, 2006), subjective well-being (Bar-On, 2006), both positive and negative attitudes (Miao et al., 2017), coping with stress (Zysberg et al., 2017), quality of social interactions (Fernandez-Berrocal and Ruiz, 2008), and success at work ( Bar-On, 2006). In particular, EI was linked to effective teaching and student-teacher relationship (Haskett, 2003;Nathanson et al., 2016;Perry and Ball, 2007). ...
... There is a positive relationship between a supportive classroom environment and EI in teachers. Many other researchers have also argued in accordance with the current study that a teacher who is emotionally healthy is better able to build a safe and emotionally strong learning environment categorised by respect and trust (Fernandez-Berrocal& Ruiz, 2008).It will promote active engagement, affirmative social communication, and studious achievement (Brackett &Katulak, 2007;Mayer, Salovey & Caruso, 2004). A survey carried out by a renowned indigenous website revealed that, bunking a class (truancy) is ranked at the second number in top ten behaviours of students in universities (ilmkidunya, 2012). ...
To improve the effectiveness of teachers, it is very important to have a thorough understanding of their Emotional intelligence (EI) which is a very imperative psychological construct. In Pakistan, this chief aspect could not catch the attention of researchers. Current policy for teacher's hiring and firing puts an emphasis on content expertise only. The passionate or emotive face of teaching is still being disregarded. So, it was an ultimate goal of the study to explore the association between EI and university teachers' teaching effectiveness in the Punjab, Pakistan. Asample of the study was selected in two phases. In the first phase, from six private universities and seven public universities, 879 teachers were conveniently selected as a sample. In the second phase 170 teachers were selected as a sample on the basis of their raw mean EI score. Pupils of the following 170 teachers (n= 3551) gave data about the teaching effectiveness of their respective teachers. For the purpose of data collection, BarOn EQ-i: Short and teaching effectiveness scale were used. It is exposed that the emotional and social capacity among the teachers in higher education sector is somewhat unformed and low, and needs improvement. It is concluded that teachers' EI has a positive but moderate relationship with their teaching effectiveness. Teachers' EI and all of its sub-factors are positively correlated with their teaching effectiveness including all its sub factors. Current study endows with an observed fact that EI skills contribute a lot in teaching effectiveness. It might be helpful in shifting their overemphasis on EQ rather than IQ.
... Identifying, using, understanding and managing emotions is a key factor in personal development and well-being, and these capacities, in turn, are central to developing the ability to make sense of life dynamics, including social relationships [5][6][7][8]. Restricted emotional development can lead to a conflictive experience of gender, violent attitudes and non-acceptance of one's own identity [9][10][11][12]. ...
The importance of approaching school physical education from the perspective of body and identity diversity is currently receiving increased recognition generally, and this is perhaps especially true in the Basque Country, Spain. A number of involved professionals are committed to emotional education from a gender perspective with the objective of facilitating emotional awareness through the body. The aim of this research project was to compile the experiences and reflections of relevant professionals in the field of education and, on the basis of this testimony, identify limitations with respect to current engagement in this area. We conducted fourteen in-depth interviews with key informants, and their transcripts were analysed using Nvivo software release 1.4, contrasting the coding two by two. The results provide a snapshot of the current context and highlight some of the existing discourses and challenges in the education system around this topic. We conclude that physical activity is a key area in which to work on emotional education and reinforce a gender perspective.
... Thực tế, trong bối cảnh trường học, thông qua việc giải quyết các nhu cầu xã hội và cảm xúc của học sinh (bằng cách cung cấp các kiến thức về cảm xúc), học sinh có thể đáp ứng yêu cầu học tập ở mức độ cao hơn. Chính vì vậy, trong việc thiết kế hoặc phát triển các chương trình đào tạo, cách tiếp cận năng lực về trí tuệ cảm xúc cần được kết nối rõ ràng hơn với các hoạt động giáo dục [17,19] Trí tuệ cảm xúc cũng được xác định là một yếu tố rất quan trọng của quy trình Tư duy thiết kế (Design Thinking). Đây là một phương pháp tiếp cận nhằm thúc đẩy tư duy đổi mới sáng tạo và tìm kiếm giải pháp để giải quyết vấn đềđang được một số trường đại học uy tín trên thế giới sử dụng hiệu quả trong các khóa đào tạo nhằm phát triển và nâng cao năng lực người học ở thế kỉ 21. ...
Nurturing emotion and evoking compassion or empathy for learners has been an important task of education. Of the four pillars of education for the 21st century proposed by UNESCO, the two pillars (namely “learning to be” and “learning to live together”) are closely related to the matter of developing Emotional Intelligence (EI) for learners. The mission of education is therefore not only to impart knowledge and practice skills to students but also to help them develop their personalities, be rich in soul, and contribute to the community. This article discusses issues related to the concept and the role of EI in their life, work, and future. It also analyzes other aspects such as organizing training, innovating teaching methods, and creating an educational environment to foster EI for learners in the Vietnamese higher education context.
... Автори існуючих тестів та опитувальників емоційної грамотності в процесі створення методик оцінювання використовують дві форми моделей: ті, які структурують емоційний інтелект як набір здібностей, та ті, які описують дане поняття як набір особистих якостей. Ряд досліджень [7], [1], [2] свідчать, що між результатами даних методик не спостерігається тісного кореляційного взаємозв'язку. Як зазначають дослідники у сфері емоційного інтелекту [5], [16], саме розроблення методичного інструментарію оцінювання рівня емоційної грамотності з урахуванням структурної моделі здібностей стоїть в основі емпіричних підтверджень валідності концепції EQ. ...
The article presents the description and results of adaptation of the test of determining the level of emotional intelligence MSCEIT (The Mayer-Salovey-Caruzo. Emotional Intelligence Test), American researchers J. Mayer, P. Salovey and D. Caruso, based at the National University «Lviv Polytechnic» in order to use this technique in further studies of the impact of this indicator on the productivity of employees. The choice of the specified technique among the existing objective test methods is substantiated. The test was developed by the authors based on their own four-component structural model of abilities as an objective test of emotional intelligence. This technique covers two subtests for each component of emotional intelligence of this concept. The MSCEIT emotional intelligence test was adapted according to standard algorithms for adapting foreign language psychodiagnostic tools: the English version was translated into Ukrainian, retest reliability, reliability of parallel forms and internal consistency (Cronbach's alpha) were tested. A comparison of the results of the general sample of students and specialists in psychological and economic specialties (N = 468) and a sample of experts consisting of a doctor of psychological sciences and candidates of psychological and economic sciences who are researchers of emotional intelligence (N = 10). Testing was conducted by filling out blank test forms and calculating the results obtained by consensus and expert methods, respectively. Based on the results of the testing, a set of keys for the adapted MSCEIT test was obtained. The retest reliability study was conducted three weeks later. The reliability of parallel forms was carried out using the methods of subjective survey of D. Goleman and M. Hall. The high level of subjectivity of methods in the form of questionnaires determines the dependence of the results obtained on the level of self-esteem. In order to confirm the reliability of the results of the reliability of parallel forms, a study of the level of self-esteem of the sample of individuals using the method of «I am real» and «I am ideal».
... Personal development acquires importance as a formula to develop emotional aspects in the educational field, since, as Fernández-Berrocal [3] explains, reality has changed, and it no longer has as a priority to develop intellectual and academic aspects, but rather, it is necessary to face emotional and social aspects at the educational level. Here, various investigations have shown that students lack the psychological resources that allow them to successfully cope with problems associated with negative behavior and emotional difficulties at school [4][5][6][7]. ...
The objective of the present study was to apply an intervention program based on emotional education and self-knowledge in students of the degree in Education to verify changes in wisdom to improve their psychological health and emotional well-being. For this, Three-dimensional Wisdom Scale (3S-WS) was administered before and after the intervention, analyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without an identifiable difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wisdom) in third and fourth year students of the degree in Education specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable development of the 2030 Agenda.
... Personal development acquires importance as a formula to develop emotional aspects in the educational field, since, as Fernández-Berrocal [3] explains, reality has changed, and it no longer has as a priority to develop intellectual and academic aspects, but rather, it is necessary to face emotional and social aspects at the educational level. Here, various investigations have shown that students lack the psychological resources that allow them to successfully cope with problems associated with negative behavior and emotional difficulties at school [4][5][6][7]. ...
The objective of the present study was to apply an intervention program based on emotional ed-ucation and self-knowledge, in students of the degree in Education to verify changes in wisdom. For this, the 3S-WS questionnaire was administered before and after 8 weeks of intervention, an-alyzing aspects related to affective, cognitive and reflective wisdom. The sample consisted of 100 students (40 men and 60 women, aged between 20 and 29 years). After the intervention program, students improved reflective wisdom without difference between sexes. On the other hand, men had higher values in all variables than women. In conclusion, the program to improve personal development and self-awareness could be useful to improve wisdom (especially reflective wis-dom) in 3rd and 4th year students of the degree in Education, specializing in Physical Education. At the same time, it is intended that these students understand the foundations of the intervention so that in the future it can be replicated in their classrooms and contribute to the sustainable de-velopment of the 2030 Agenda.
... Goleman asentó sus estudios en las investigaciones de los psicólogos John Mayer y Peter Salovey. Acorde con los estudios sobre la Inteligencia Emocional, Fernández-Berrocal & Ruiz (2008) complementan la definición de Inteligencia Emocional que Salovey y Mayer (1997) basando la Inteligencia Emocional en la solución de los problemas a través de la adaptación de las emociones de manera eficiente. Estos autores establecen cuatro habilidades que forman la Inteligencia Emocional: ...
Las consecuencias provocadas por la pandemia COVID-19, han generado un deterioro en el desarrollo socioemocional de la población, afectando en gran medida a los niños. Esto se debe al aislamiento social que produce respuestas negativas en la expresión de las emociones, sentimientos y pensamientos, fomentando las relaciones sociales desde una perspectiva que no incluya el contacto físico. Por esta razón, a través de la propuesta de intervención planteada desde el ámbito educativo, se han desarrollado nuevas alternativas que mejoren la respuesta socioemocional infantil a través de actividades que impulsan las relaciones sociales a través del lenguaje corporal y la expresión emocional mediante el dibujo.
... A large number of studies have explored the links between EI and various life outcomes (Leberecht, 2018;Zeidner et al., 2012), including in the educational arena, for both students and teachers (Balluerka et al., 2016;Brackett and Katulak, 2006). Findings from studies conducted with adults included links between EI and psychological health (Brackett and Salovey, 2006), subjective well-being (Bar-On, 2006), both positive and negative attitudes (Miao et al., 2017), coping with stress (Zysberg et al., 2017), quality of social interactions (Fernandez-Berrocal and Ruiz, 2008), and success at work ( Bar-On, 2006). In particular, EI was linked to effective teaching and student-teacher relationship (Haskett, 2003;Nathanson et al., 2016;Perry and Ball, 2007). ...
... [1] In recent years, EI has emerged as one of the vital elements of success and interpersonal relations in everyday life. [2] It is a type of intelligence that is very important in reaching one's goals and is considered better than traditional intelligence measured by tests of intelligence quotient. [3,4] Recently, the concept is gradually utilized for health-care delivery and patient-centered practice. ...
INTRODUCTION: Emotional intelligence (EI) is the ability to understand and manage our own feelings and of others. It has emerged as one of the vital elements of success and interpersonal relations in everyday life. There are individual differences of EI depending on characteristics and behaviors of an individual, which determines their personality.
AIMS AND OBJECTIVES: The present study assesses the EI and personality traits of medical students and determines the relationship of EI with personality traits of the medical students.
MATERIALS AND METHODS: This was a cross-sectional study and was conducted among students of a government medical college, located in New Delhi. A total of 210 participants were included in the study. After obtaining written informed consent from all participants, a questionnaire consisting of demographic information, Ten-Item Personality Inventory and Schutte EI Scale, was administered. The means and proportions were calculated. Chi-square test and Pearson's correlation test were used to test significance. P < 0.05 was considered statistically significant.
RESULTS: The mean (standard deviation) age of the study participants was 21.54 (±1.98) years. The majority (65.7%) of the students were male. 51% of the students had moderate EI, and high EI was seen in 49% of the students. A positive and significant relationship between personality traits and EI was found in the study.
CONCLUSION: Personality traits and EI are related to one another and could influence student academic achievement. Since EI influences academic performance so personality trait assessment and empathic perceptions exploration can facilitate to aid the academic performance of the students.
... In this study, an artificial neural network could develop a suitable model for predicting EI of individuals according to their sociological factors. A number of these factors with a significant impact on EI, such as the education level, can be promoted [33,34]. It is even possible to educate those in specific gender groups and improve living conditions in rural areas. ...
Emotional intelligence (EI) constitutes a whole set of non-cognitive capabilities, competencies, and skills that affect one's ability to deal successfully with environmental demands and pressures. Different factors such as gender, age, education, place of residence, etc. can influence this variable. Nevertheless, the influence of a multitude of factors involved in behavioral phenomena cannot often be controlled.
Purpose:
Therefore, some difficulty may often raise in finding associations between these variables using regression models as regression models are built on restrictive assumptions.
Methods:
In these cases, models such as artificial neural networks are excellent alternatives to regression models. In this study, the neural network model was used in SPSS software to predict the pattern held among the variables of age, gender, occupation, marital status, and education for predicting the EI of 901 individuals aged from 17 to 73 years.
Results:
The appropriate neural network model for EI prediction is a hyperbolic tangent transfer function with two neurons in the hidden layer and a sigmoid transfer function in the output layer. This network was able to predict EI in most of its dimensions with significant correlations and could demonstrate the neural network's advantage over regression models in predicting EI using sociological variables.
Conclusion:
This model is able to estimate the EI level in different occupational, educational, gender, and age groups, and provide the ground for planning to address potential deficiencies in each group.
... It must also be embedded in the curriculum of the disciplines and be complemented by formal and informal interactions between students and teachers inside and outside of the classroom. Schools will accomplish better its educational mission if they integrate SEL into the overall educational experience of students, maximizing their potential and promoting future success both in personal and professional life (Elias et al., 1997;Fernández-Berrocal & Ruiz, 2008). SEL fosters a positive school climate that is participatory and beneficial for learning and should be considered in strategic plans, curriculum choices, school policies and practices. ...
How to promote social emotional learning (SEL) at school depends largely on teachers. Mostly teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main aim of the paper is to present the conceptual model of sustainable integration of SEL into everyday teaching practices in every subject. This approach has been developed in the project ìLearning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systemsî. This initiative is based on the premise that the assessment of learning at school should go beyond grading studentsí knowledge and should include practices for observing young peopleís personal growth, social skills, attitudes and other general competences. The novelty of this conceptual approach is associated with integrating SEL standards, formative assessment and classroom instruction into a single sustainability oriented model. The relationship between SEL standards (ISBE, 2003) and formative assessment strategies established by Wiliam (2011) is described, providing a detailed description of specific classroom activities. The objective of this approach is, therefore, towards building emotionally strong and flexible individuals who can deal with complex challenges through prosocial behavior that encourages human prospering and the attainment of the United Nationsí Sustainable Development Goals.
... Así, el desarrollo de la IE en contextos educativos ha ido cobrando cada vez mayor relevancia en las últimas décadas. Prueba de ello, es el creciente número de investigaciones al respecto, destacando entre ellas las relacionadas con los efectos beneficiosos de la educación y desarrollo de la IE entre estudiantes de distintas etapas educativas Extremera y Fernández, 2006;Fernández y Ruíz, 2008;Bello, Rionda y Rodríguez, 2010;Chico, Moya, Seva y Piera, 2012;Salguero,Palomera, y Fernández, 2012;Castillo, Salguero, Fernández, y Balluerka, 2013;Cobos, Flujas, y Gómez, 2016;Eccles, Devis, y Mayer, 2017;Gómez, Mendoza, Paino, y de Matos,2017) y, concretamente, aquellas centradas en los estudiantes universitarios de ramas sociales y sanitarias (Austin,Evans, Goldwater, y Potter, 2005;Augusto,López, Martínez, y Pulido,2006;Augusto, López, Aguilar, y Salguero, 2009;Pena y Extremera, 2012;Vinod,Srivastava, y Raychaudhuri, 2012). ...
La formación inicial y permanente del profesorado constituye una herramienta clave para lograr una enseñanza de calidad. Es necesario incluir en la formación de docentes el desarrollo de competencias socioemocionales para su futura práctica docente. El objetivo de este estudio es evaluar cómo percibe sus niveles de Inteligencia Emocional (IE) y Empatía el estudiantado universitario de primer y cuarto año en carreras de Educación y explorar si existen diferencias con otras titulaciones. La muestra estuvoconstituida por 569 estudiantes de primer y último año de las carreras de Educación Infantil, Educación Primaria, Medicina yQuímica, quienes cumplimentaron la escala TMMS-24 para evaluar la IE y la escala IRI para evaluar la Empatía. Se elaboraronanálisis de correlación y de covarianza. Los principales resultados en relación con los niveles de IE percibida muestran que el estudiantado de las carreras de Educación presenta mayores niveles de Atención Emocional a su ingreso y que el alumnado de cuarto año de Educación y Medicina presenta mayores niveles de Reparación y Claridad Emocional en comparación con los de primer año. Respecto a la Empatía, el estudiantado de Educación y Medicina denota mayores niveles percibidos de Preocupación Empática tanto en el momento de su ingreso como al finalizar la carrera. Los estudiantes de Educación, a diferencia de los de Medicina, no tuvieron mayores niveles de Toma de Perspectiva ni preocupación empática al finalizar sus estudios en comparación con los que ingresaron el primer año. Además, los niveles de Malestar Personal fueron mayores en las titulaciones de Educación y Química.Estos resultados reflejan la importancia de cambiar el currículo de las carreras de Educación para fomentar habilidades empáticas
... While development efforts in schools vary greatly in range, methods and settings, direct and indirect evidence from well-designed and well-researched SEL interventions aimed at school students has indicated increases in social-emotional knowledge and competence, academic performance, emotion regulation, empathy, pro-social behaviors. collaboration and well-being, and a decrease in violence among a majority of the students ( Bar-On, 2006;Brackett & Salovey, 2006;Castello et al., 2013;Cefai & Cooper, 2009;Curtis & Norgate, 2007;Fernandez-Berrocal & Ruiz., 2008;Goleman, 2007;Goetz et al., 2005;Hynes, 2007;Taylor, Oberle, Durlak & Weissberg, 2017;Zins et al., 2007), including at-risk high school students (Smith, 2004). ...
The book introduces readers with theory and empirical findings related to uncivil behaviour in academic settings and discusses its precursors, implications and remedies. In the first part, we define academic incivility, its manifestations and dimensions, while distinguishing between academic incivility and workplace incivility. We then discuss the prevalence of faculty incivility (FI) and students’ incivility (SI) in academic settings and focus on the dyadic relationships between faculty and students in the broader context of incivility in academia, with an added focus on faculty incivility.
The second part introduces the main contributors to academic incivility. Personal factors, in this case, social-emotional competencies, and contextual factors, in this case, learning environments, are explored by combining up-to-date research data, personal stories and interviews with lecturers and students. A deep understanding of the precursors of academic incivility is critical to the examination of possible coping strategies within academic settings and elsewhere.
In the third part, we explore the potential and practical remedies that can mitigate incivility in academic settings and, in particular, the enhancement of emotional and social competencies and the modification of learning environments.
... While development efforts in schools vary greatly in range, methods and settings, direct and indirect evidence from well-designed and well-researched SEL interventions aimed at school students has indicated increases in social-emotional knowledge and competence, academic performance, emotion regulation, empathy, pro-social behaviors. collaboration and well-being, and a decrease in violence among a majority of the students ( Bar-On, 2006;Brackett & Salovey, 2006;Castello et al., 2013;Cefai & Cooper, 2009;Curtis & Norgate, 2007;Fernandez-Berrocal & Ruiz., 2008;Goleman, 2007;Goetz et al., 2005;Hynes, 2007;Taylor, Oberle, Durlak & Weissberg, 2017;Zins et al., 2007), including at-risk high school students (Smith, 2004). ...
Emotional intelligence, discussed at length in part two of this book, has been defined as a set of personal, emotional and social skills that help individuals deal with the demands and challenges of everyday life (Bar-On, 2006). High EI was found to contribute to pro social behaviors and to positive social interactions, while low EI was linked to at-risk and aggressive behaviors. In a similar vein, negative links between EI and stress suggest that EI may moderate and mediate the relationships between stress and aggressive behaviors. Academic incivility is one form of aggressive behaviors that has been noted to be negatively associated with social-emotional skills such as empathy, self-regulation and stress-tolerance. In this chapter we propose several EI-based remedies to academic incivility.
... It must also be embedded in the curriculum of the disciplines and be complemented by formal and informal interactions between students and teachers inside and outside of the classroom. Schools will accomplish better its educational mission if they integrate SEL into the overall educational experience of students, maximizing their potential and promoting future success both in personal and professional life (Elias et al., 1997;Fernández-Berrocal & Ruiz, 2008). SEL fosters a positive school climate that is participatory and beneficial for learning and should be considered in strategic plans, curriculum choices, school policies and practices. ...
The way how to promote SEL on schools depends largely on teachers. Most teachers implement specific programs, but they have difficulties in incorporating SEL into the regular curriculum. The main purpose of the session is presentation of “Learning to Be” toolkit which is a product of EU funded Erasmus+ project “Learning to Be: Development of Practices and Methodologies for Assessing Social, Emotional and Health Skills within Education Systems”. The “Learning to Be” initiative is based on the premise that the assessment of learning in schools should go beyond grading student’s knowledge and academic achievement and should include practices for observing young people’s personal growth, social skills, attitudes and other general competences. The toolkit provides the opportunity for teachers to use it on daily routines, regardless of which subject they teach. The presentation will outline the main principles for a successful practice of SEL at schools and will provide information for assessing students’ social and emotional competences in class, facilitating and supporting students’ learning. A list of proposed instructional teaching methods will be introduced in connection with SEL standards (developed by Illinois State Board of Education, USA) and Formative Assessment strategies developed by Dylan Wiliam.
Abstract approved in April 2019.
... En este contexto, donde las emociones son consideradas parte de un marco ético, su valor positivo o negativo, estaría sujeto a un análisis cualitativo, el cual permitiría deducir si favorecen o perjudican la conducta moral de quien las siente o percibe. Así, desde esta perspectiva, no sería correcto estandarizar el valor de las emociones, ya que una misma emoción, como la alegría, podría ser positiva o negativa para la conducta moral (Steinfath, 2014;Mujica, Orellana y Canepa, 2018); por esta razón, una educación emocional que tiene como eje central la formación moral del alumnado, no puede reducir el valor de la emociones a la teoría hedonista del bienestar subjetivo, de la inteligencia emocional o de la psicología positiva; incluso, reconociendo el gran aporte que han significado para el proceso educativo (Bisquerra y Hernández, 2017;Fernández-Berrocal y Ruiz, 2017;Diener, Lucas y Oishi, 2018). Por esa razón, se han elaborado diferentes análisis críticos en torno a las propuestas de educación emocional que pasan por alto los postulados filosóficos del quehacer educativo. ...
La educación emocional es un tema que está siendo discutido por los diferentes profesionales que se encuentran vinculados al campo pedagógico; así, por medio de este ensayo, se pretende contribuir a aquella discusión pedagógica, el cual analiza las consecuencias de la ética propuesta por Max Scheler, en el buen desarrollo emocional. A partir de este análisis, se expone el rol que tendría el amor, en la apropiación de valores positivos; por consiguiente, el acto amoroso, sería lo que suscita el adecuado contenido emocional. Igualmente, sería la fuente que impulsa a transformar la sociedad, como lo señalan Johann Pestalozzi y Paulo Freire. Finalmente, se concluye que el adecuado contenido emocional, es independiente al placer o dolor que produce.
PALABRAS CLAVES: educación moral, desarrollo emocional, filosofía moral, amor, transformación social.
... Extending it to the arena of education, it still needs to be established whether or not it makes a substantial difference. The investigations in the education industry across the world began by looking at the significance of EI at the school level (Abdullahi, 2009;Fernandez & Ruiz, 2008;Mayer & Salovey, 1997;Opengart, 2005). Abraham (2006), Cain (2004) and Suzyn and Nelson (2006) called for the incorporation of EI competencies in the university curricula in courses like law, international travel, and so on. ...
The article reviews the impact of globalization on the quality of contemporary business education in India. When the Indian government liberalized the business education market in the 1990s, it was assumed that creation of business schools would automatically lead to employment-ready individuals, especially in managerial roles. On the contrary, certain trends suggest that business schools have been producing suboptimally skilled individuals for the industry, leading to an incessantly widening skill–employability gap. The article discusses the plausible reasons for this gap. The article also argues for integrating emotional intelligence (EI) as a key behavioural skill in management education framework.
... These models conceptualize EI as sets of mental abilities for solving emotion-related problems. However, mixed EI models are the combination of mental abilities and personality traits like enthusiasm, optimism, self-confidence, etc. (Daus & Ashkanasy, 2003;Fernandez-Berrocal & Ruiz, 2008). ...
This paper, based on survey research, explores the association between emotional intelligence, library-use and academic achievement (GPA) among undergraduate university students in Pakistan. Participants (N = 725) from the three different types of universities in Peshawar, Pakistan, namely University of Peshawar, University of Engineering and Technology, and University of Agriculture, responded to the Schutte’s Emotional Intelligence scale and questions of library-use. Prior to the analysis, reliability of scale and normality of data were tested using SPSS (v.20). Results revealed that students with comparatively higher emotional intelligence score frequently visited their university library. A positive significant relationship was found between emotional intelligence and academic achievement (GPA) of these students. The researchers propose five levels of emotional intelligence on the basis of mean score and standard deviation. This work is an addition to the LIS literature that recommends library professionals to be aware of the importance of students’ emotional intelligence in their library-use behavior and will facilitate them in designing better information literacy and user services programs.
... Emotional intelligence theories, including those of Goleman (1996Goleman ( , 2006, Fer-nandez- Berrocal and Ruiz (2008), Light (2003), Salovey and Mayer (1990), Shultz and Pekrun (2007), Immordino-Yang and Damasio (2007), Humphrey, Curran, Morris, Farrell and Woods (2007), have provided valuable insights for teaching, training, and learning in education through emotional development. Theorists have suggested emotional intelligence can improve academic and educational achievement (Mohzan, Hassan, & Halili, 2013), in k-12, university (Parker, Summerfeldt, Hogan, & Majeski, 2004;Vandervoort, 2006), and graduate level education (Boyatzis, Stubbs, & Taylor, 2017), and job competency (Jaeger, 2003), in classroom and in online learning (Berenson, Boyles, & Weaver, 2008). ...
... Igualmente, enfatiza la importancia de fomentar las emociones positivas y reducir las emociones negativas para el bienestar subjetivo. Asimismo, comparte los principios de la psicología positiva y de la inteligencia emocional, de modo que destaca la importancia de la percepción, comprensión y regulación de las emociones para la salud mental, la interacción social, el éxito académico y un adecuado ambiente de aprendizaje (Extremera y Fernández-Berrocal, 2004;Bisquerra y Hernández, 2017;Fernández-Berrocal y Ruiz, 2017) Esta propuesta aborda aspectos que son muy necesarios para el desarrollo socioemocional de las personas, pero es fundamental que sea aplicada desde una perspectiva amplia (Extremera y Fernández-Berrocal, 2004), como lo es la formación moral de las personas (Marina, 2005;Mujica et al., 2018). Evitar una educación emocional reducida al ámbito subjetivo o individual, es la base de que la inteligencia emocional sea puesta al servicio de la lógica neoliberal y de las injusticias sociales (Manrique, 2015), debido que las emociones son la respuesta del mundo interno, de la individualidad del ser humano, pero que se encuentra mediada por el factor sociocultural (Rebollo y Hornillo, 2010). ...
Las emociones por largo tiempo han sido poco consideradas en los procesos educativos, sin embargo, frente a la actualización científica y la reflexión pedagógica, se han comenzado a incorporar. Por lo tanto, en este artículo se analiza desde una perspectiva crítica, la propuesta de la educación emocional, que se encuentra basada en la psicología positiva y la inteligencia emocional. A partir de este análisis, se destaca su aporte al desarrollo humano, pero se identifica una inclinación a favor del bienestar y en contra del malestar, que puede generar una educación permisiva o débil a nivel moral. Por lo mismo, se concluye que una educación integral, requiere suscitar emociones positivas y negativas para el bienestar subjetivo, ya que ambas contribuyen al desarrollo moral de las personas.
... For example, Pérez and Castrejón carried out research work on IE as a predictor of RA in university students [14]. Another study conducted by Fernández -Berrocal and Ruiz Aranda [7], evidenced the relationship between IE, RA, psychological well-being, interpersonal relationships and the emergence of disruptive behaviors, through the study it was concluded that the deficit of EI skills affects students inside and outside the classroom, especially in four areas, which is located RA. ...
Studies of comparison among learning and managing emotional capacity in students youths are of great importance in high performer educational school. In that context, the following study was carried out to investigate the relationship between emotional intelligence and the academic performance of adolescents between 15 to 18 years old. The study was realized from a sample of 153 students (75 women and 78 men) token in a high performance educational center associated at University of Sao Paulo (USP). We applied the TMMS-24 instrument and collected the students' average grade in high school level physics during the second semester. The results showed little evidence to establish a relationship between perceived emotional intelligence and academic performance from the results of this study. However, we observed a relationship of the gender how a variable that determines different behavior in the dimension of clarity, which shows the perception of participants have about the understanding of their emotional states.
... Dado que el ámbito universitario representa la etapa que precede a la inserción en el mundo del trabajo, varios estudios han analizado las posibles relaciones entre habilidades emocionales y su influencia en el contexto universitario. Entre los numerosos estudios que analizan el perfil emocional de los estudiantes universitarios, destacan los que relacionan este perfil con el rendimiento académico (Adell, 2002;Edel Navarro, 2003;Parker, Summerfeldt, Hogan y Majeski, 2004), con el género (Fernández-Berrocal y Ruiz, 2008;Petrides y Furnham, 2000) , con el desarrollo de las habilidades emocionales requeridas por las empresas (Molero López-Barajas y Reina-Estévez, 2012;Pertegal-Felices, et al. 2014), o con el burnout (Extremera y Durán, 2007;Sewell, 2011;Weinstein, 2011). Además, los profesionales de la Educación Superior se han preguntado si es posible desarrollar en los estudiantes universitarios este tipo de habilidades, ya que uno de los principales objetivos de las universidades es promover el empleo y capacitar a profesionales para atender las necesidades de la sociedad (González y Wagenaar, 2003). ...
Introducción: Este trabajo presenta los resultados obtenidos en el contexto de un proyecto, el Programa de Capacitación Avanzada en Competencia Emocional (ATPEC), para la mejora de las habilidades emocionales en estudiantes de Educación Superior. Desde la introducción del proceso de Bolonia, el objetivo de una educación completa no es sólo enseñar habilidades técnicas, sino también otras competencias, como el trabajo en equipo, habilidades de comunicación eficaces, gestión de proyectos y tiempo y la capacidad de coordinar nuestras emociones en pos de eso fin. La Inteligencia Emocional (IE) ha sido vinculada con frecuencia a mejoras en el desempeño profesional. De hecho, las competencias genéricas relacionadas con la IE han sido incluidas en los currículos universitarios. Metodología: En el presente trabajo se diseñó e implementó un Curso de Capacitación Avanzada de 30 horas sobre Inteligencia Emocional. La muestra estuvo formada por 651 estudiantes de Educación Superior, de 3 países, España (n=193), Moldavia (n=302) y Argentina (n=156). Resultados: Los resultados muestran una mejora significativa en todas las habilidades emocionales evaluadas, demostrando así la eficacia del programa de intervención propuesto independientemente de la cultura/país en el que se desarrolle y de la carrera que cursen los estudiantes. Conclusiones: De esta manera, la posibilidad de trabajar en grupos para resolver casos aplicados, la capacidad de aprender de forma autónoma o el uso de la plataforma e-learning, convierten este programa en algo novedoso y eficaz para la mejora de la competencia emocional. Se discuten las implicaciones de estos resultados para la incorporación de programas de mejora de la IE en la Educación Superior.
... Ob die Popularität von EI (zur Kritik des Konzepts allgemein siehe Matthews et al., 2005;Murphy, 2006;Rost, 2013, S. 140 -164;Weber & Westmeyer, 2001) und der Aufwand, welcher gerade in der betreffenden Altersgruppe in ihre Förderung investiert wird (z. B. Durlak, Weissberg, Dymnicki, Taylor & Schellinger, 2011;Fernández-Berrocal & Ruiz, 2008), gerechtfertigt sind, muss erst noch geklärt werdenwas zwingend ein reliables und valides EI-Messinstrument erfordert. Von einer Brauchbarkeit des im englischsprachigen Raum häufig eingesetzten 30 Items umfassenden TEIQue-ASF für deutsche Schüler und Schülerinnen von Realschulen und Gymnasien, also für Jugendliche mit einem bildungsnäheren Hintergrund, kann nach unseren Befunden nicht ausgegangen werden (die bislang vorliegenden Studien basierten größtenteils ebenfalls auf Daten von Teilnehmern und Teilnehmerinnen mit höherem Bildungsgrad). ...
Based on a sample of N = 711 German students attending the 6., 7., and 8. grade, the factorial validity of the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) and the contribution of the measured variable emotional intelligence (EI) in predicting general academic achievement were examined. Exploratory and confirmatory factor analyses indicated that neither the underlying theoretical four-factor model nor the global factor, which is the intended short form score, fitted the data. Instead, a three-factor model with 9 items resulted, which showed the best model fit compared with alternative models. Beyond verbal intelligence and conventional personality traits, the TEIQue-ASF did not account for additional variance in scholastic achievement operationalized via grades. Implications for the utility of the TEIQue-ASF are discussed and further validation studies are strongly recommended. -------------------- Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine reifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten
passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.
... Овакав став је резултат традиционалне концепције наставе усмерене на програм, за разлику од савремених концепција наставе/ учења које у основи имају оријентацију на онога ко учи и на сам процес учења. Аутори који се баве улогом емоција у образовању сматрају да се укључивањем емоционалних и социјалних аспеката у школске програме могу решити важни проблеми у образовању (Fernandez-Berrocal & Ruiz, 2008;Pešikan & Lalović, 2016;Tošić Radev, 2016) и да "директне интервенције у психолошким детерминантама учења јесу обећавајући и најделотворнији пут реформе" (Wang et al., 1997: 210). ...
Emotions and cognition have long been treated as separate processes in
psychology. Emotions were considered a distractor of rational processes, and
it was endeavoured, especially at school, to reduce the influence of emotions
to the lowest level possible. However, the contemporary research in the field
of neurobiology and psychology states the complete opposite - that emotions
and cognition are inextricably bound. Every kind of learning has an emotional
grounding, while the emotional processes are necessary in order to utilise
any kind of knowledge in everyday life. The first part of the current paper
provides an overview of the studies dealing with the influence of emotions on
the learning process, perception, attention, memory, critical thinking and
motivation. In the second part of the paper, we speak about emotions in the
educational context, and in the third about the implications of the studies
dealing with emotions for education. The new insights into the relation
between the emotional and cognitive processes inevitably have a bearing on
the process of teaching and learning, as well as on teacher education. It is
necessary to raise teachers’ awareness of the importance of emotions in
education and the consequent professional commitments and tasks as early as
in the stage of pre-service education. [Project of the Serbian Ministry of
Education, Science and Technological Development, Grant no. 179002:
Indikatori i modeli usklađivanja porodičnih i poslovnih uloga]
... Укључивање емоционалних и социјалних аспеката у школски курикулум било би начин да се реше неки од горућих проблема у систему образовања (Fernandez Berrocal & Ruiz, 2008), јер "директне интервенције у психолошким детерминантама учења јесу обећавајући и најделотворнији путеви реформе" (Wang et al., 1997: 210). Иако у стручним образовним круговима и даље постоји неслагање у вези с местом и улогом емоција у процесу образовања и васпитања деце и у вези с питањем како би емоције требало укључити у курикулум, несумњиво је да се концепт афективног образовања или социоемоционалног учења (даље у тексту: СЕУ) аргументима и истраживачким налазима изборио за место важне теме за квалитет и успешност образовања данас, која се не може више занемаривати и прескакати било у образовању ученика, било наставника. ...
A syllabus focused solely on cognitive content and processes cannot meet the needs of the individual and of contemporary society. This paper looks in detail at the concept of social and emotional learning, which can no longer be neglected or overlooked in the education of either students or teachers. Social and emotional learning involves a comprehensive approach that emphasizes the development and utilization of social and emotional competences necessary not only for high academic achievement but also for success in life. In addition to a number of positive outcomes, such as improved self-image, improved prosocial behavior, and a lower incidence of problematic and risky behaviors, the findings also suggest a strong link between social and emotional skills and academic achievement. Yet in the course of their initial education and professional development, teachers rarely receive training in the social and emotional aspects of their work, which is particularly regrettable considering the numerous positive outcomes of these programs, as well as findings that indicate that teachers' emotional intelligence can be improved and that programs geared towards this yield excellent results. In sum, teaching that is effective both academically, on the one hand, and socially and emotionally, on the other, can be achieved through the well-planned professional development of teaching staff, while the introduction of emotional and social aspects into the syllabus is essential if we are seeking to resolve some of the pressing problems of the education system.
... An increasing number of studies and meta-analysis (e.g., S anchezAlvarez, Extremera, & Fern andez Berrocal, 2015) attest to the importance of the construct and its applications in different domains, including health (e.g. Martins, Ramalho, & Morin, 2010), work ( Schlaerth, Ensari, & Christian, 2013) and education (Fern andez Berrocal & Ruiz, 2008). One of the most popular model of EI is trait EI or 'trait emotional self-efficacy' ( Petrides & Furnham, 2000, 2001). ...
Current research on trait EI in adolescents suggests that the construct impacts on several important domains of youths' psychological functioning, including school adjustment and achievement. The purpose of this study is to explore the role of trait EI and of its subcomponents, on adolescent's academic achievement. Data were collected from 321 Italian adolescents (162 female; Mage = 15.5, SD = 1.86; aged 13–18 years) recruited from secondary schools. The effects of perceived and actual peer nominations, gender, personality dimensions, and non-verbal cognitive abilities were also controlled. Results highlight that trait EI as assessed by means of the TEIQue impacts Italian but not math's grades, while trait EI's factors predicted both academic subjects, with significant contributions of Self-Control and Sociability. Limitations and implications are discussed.
... Lack of control over his behavior in class have a negative impact on a child's ability to pay attention and understand the material being taught by teachers and to accomplish the tasks at school (Graziano et al., 2007). Students with low emotional skills also showed higher impulsivity, lower social and interpersonal skills, thereby strengthening the rise of antisocial behavior and self-destructive behaviors such as smoking or consuming drugs in adolescence (Fernandez-Berrocal & Ruiz, 2008). ...
Este artículo aborda los efectos positivos de la pandemia del coronavirus en la educación superior. Ciertamente, la pandemia ha hecho estragos en las economías del orbe, pero rescatamos las oportunidades que se han presentado para la educación. Entre los grandes logros de estos últimos años, advertimos el incremento en el uso de tecnologías de información y comunicación (TIC) y un mayor acercamiento a la metodología de clases invertidas. Además, ante un alumnado afectado por la pandemia, los docentes tuvieron que reforzar sus habilidades blandas para motivar y guiar a sus estudiantes. También se ha despertado el interés por incluir a la realidad virtual y aumentada como material didáctico en la educación superior. En base a esta experiencia, consideramos que muchos de los nuevos cambios en la educación superior se mantendrán en el futuro. Los proyectos que se han evaluado hasta el momento concluyen que todo ello trae beneficios para el proceso de aprendizaje.
Duygu ve zekâ kavramları daha çok bireysel psikolojinin konusu olarak değerlendirilmekte ve bu noktadan hareketle tanımlanmaktadır. Duygu ve zekânın kişiler arası ilişkiler ve toplumsal yönü, ya ihmal edilen bir alan ya da kişisel gelişim çalışmalarının mucizevi kavramları olarak görülmektedir. Oysaki popüler bakış açılarıyla tanımlanmaya çalışılan duygu ve zekâ kavramlarının doğru anlaşılması, onun toplumsal yönünün ihmal edilmemesi kişiler arası ilişkilerin analizinde ve sosyolojik açıdan önemli bir konudur. Bu çalışmada duygu ve zekâ kavramlarının tahlili ve aralarındaki ilişki ile ilgili tespitlere yer verilmiş ve kişiler arası ilişkiler ve sosyolojik yönü bakımından önemi değerlendirilmiştir. Çalışmanın amacı duygu ve zekâ kavramının doğru bir şekilde anlaşılması ve bu alanda yapılacak olan araştırmalara yol göstermesidir. Analizlerin sonucunda duygu ve zekânın kişiler arası ilişkiler ve iletişim, kültür ve toplum açısından önemli bir alan olduğu ve kavramların doğru şekilde anlaşılması ve kullanılmasının sosyolojik açıdan önemli olduğu ortaya çıkmaktadır.
El hombre ha sido siempre infravalorado su aspecto emocional, a tal punto de calificarlo de debilidad humana, pero en los últimos años ha surgido una corriente integradora que espera dar relevancia a este aspecto. El trabajo que realizamos fue, aplicar un instrumento de “Escala de medición Inteligencia Emocional” para niños de 5 a 7 años, basándonos en los componentes que expone Daniel Goleman, con este realizamos una prueba de consistencia y otra para medir “las habilidades de interacción social” y posteriormente lo aplicamos en 80 niños de dos Escuelas Fiscales del cantón de Milagro de la provincia del Guayas. Se utilizó el método descriptivo y no experimental para recopilar información verás por medio de la observación sistemática. Con este método se utilizó los instrumentos: como: “La subescala de medición de inteligencia emocional” y el test “Habilidades de interacción social” en la cual nos permitió medir el grado de inteligencia emocional que los niños poseen y cómo se desenvuelve en su entorno al momento de relacionarse con los demás y la forma espontánea que expresa sus emociones y más bien el control y regulación de sus emociones.
The drive of the study was to investigate gender and sector-related differences of emotional-social intelligence of university teachers. The objectives of this research work were to; examine the emotional-social intelligence of university teachers, find gender-related differences in the emotional-social intelligence of teachers, and to assess sector-related differences in the emotional-social intelligence of university teachers. A mixed-method approach was followed to gain the objectives. Teaching faculty and learners of four universities of Khyber Pakhtunkhwa were the targeted population of this research work. 100 teachers and 350 students were taken through simple random and judgmental techniques. Data were collected from the respondents through Questionnaires and interviews, the collected data were then analyzed through descriptive and inferential statistics. Considerable differences in males and females were noticed between Emotional Social intelligence (ESI) of teachers, while very small differences were found in sector related. It is recommended that teachers may provide trainings, workshops, and awareness seminars on emotional-social intelligence to enhance the effectiveness of their instruction and to reduce the intentional and unintentional emotional abusing practices in the classroom.
it is about the washback of university entrance exam on the EFL education in Iran
Il progetto “Learning to Be: Development of Practices and Methodologies
for Assessing Social, Emotional and Health Skills within Education Systems”, cofinanziato dal programma Erasmus+ dell’Unione europea, è un progetto sperimentale che coinvolge differenti Istituti ed Enti di ricerca che si occupano di istruzione ed educazione appartenenti a sette Paesi Europei: Finlandia, Italia, Lettonia, Lituania, Portogallo, Slovenia e Spagna.
Il progetto, di durata triennale (febbraio 2017 - gennaio 2020), è volto a sperimentare metodologie di insegnamento e strumenti per la valutazione delle competenze socio-emotive negli studenti a scuola, al fine di comprendere come queste abilità possano essere supportate e promosse nei contesti educativi.
“Learning to Be” si basa sul principio che la valutazione a scuola possa andare oltre le pure conoscenze nozionistiche e la performance scolastica, includendo, al contrario, pratiche educative che permettano, in particolare, l’osservazione dello sviluppo personale e delle abilità sociali e emotive. Pertanto, tale volume propone e descrive metodologie pratiche che possono essere utilizzate dai docenti e dagli studenti in classe al fine di sostenere gli aspetti sociali ed emotivi dell’apprendimento, promuovendo uno sviluppo sano della personalità e incoraggiando la costruzione di relazioni positive a scuola.
Questo Toolkit, pensato per i docenti di scuola primaria e secondaria di I grado, delinea i principi fondamentali per una pratica efficace dell’apprendimento socio-emotivo a scuola e fornisce tecniche pratiche per valutare le competenze socio-emotive degli studenti in classe, oltre che per facilitare e sostenere ulteriori apprendimenti.
Pur non avendo l’obiettivo di fornire un quadro completo rispetto alle conoscenze e agli studi inerenti l’apprendimento socio-emotivo, ha altresì lo scopo di supportare i docenti nel migliorare le pratiche educative connesse alla valutazione a scuola.
Crediamo che sia importante che tutti coloro che si occupano di educazione con bambini e giovani possano avere una formazione circa lo sviluppo emotivo e sociale, per comprendere in che modo questi aspetti impattino anche sull’apprendimento a scuola.
Il titolo originale del progetto “Learning to Be” (“imparare ad essere”) è un augurio affinché questo progetto sia di aiuto per gli studenti e per i docenti nel loro percorso di crescita, per “imparare ad essere” felici e responsabili nei confronti degli altri.
Per ulteriori informazioni consultare il sito: https://learningtobe.net/?lang=it
Objetivo. La finalidad es analizar la inteligencia emocional percibida en estudiantes universitarios. Método. Se trata de un diseño metodológico correlacional correspondiente a un diseño ex post facto, de carácter retrospectivo y comparativo. La muestra está compuesta por un total de 175 sujetos de tercer y cuarto curso del Grado de Educación Social. Resultados. Se muestra la existencia de diferencias en la inteligencia emocional atendiendo al sexo en cuanto a la atención y la regulación emocional, en las que las mujeres poseen puntuaciones más altas. En el caso de la edad, también existen diferencias estadísticamente significativas en cuanto a la regulación emocional, en la que obtienen puntuaciones más altas el alumnado cuyas edades se sitúan hasta los 20 años.
Scholars have shown the link between trait emotional intelligence (EI) and psychological health in adults, as well as in children, together with a strong association of the construct with expression of emotions, which may be well represented by children’s drawings. This work focuses on the effects of trait EI on Koppitz’s emotional indicators in the Draw-a-Person (DAP) test, a projective drawing task that is often used in psychological assessments of children to develop hypotheses about the subject’s cognitive, developmental, and emotional functioning, as well as personality style. Given the link between a child’s graphic activity and the expression of emotions, we assume that trait EI can be a reliable predictor of emotional expression revealed by the DAP test, over and above personality traits. A self-report form to assess trait EI, a personality questionnaire, and the DAP test were administered to a sample of 82 Italian children (51.2% females; Mage = 8.11; SD = 0.35). Data from hierarchical regression analysis suggest a predictive significant effect of trait EI on emotional indicators in children’s drawings (β = .36, p < .05). Future investigations should replicate these results in larger samples and in cross-cultural settings. Notwithstanding these limitations, this work may provide a springboard for developing new lines of research on the influence of trait EI on children’s drawings, considering the internal representation related to emotional expression to be paramount. Moreover, our results may have practical implications, particularly with respect to programs and policies addressing the prevention of emotional distress in children.
The present study is an attempt to study the differences in emotional self regulation with respect to gender, due to the anatomical differences of orbito-frontal cortex of prefrontal cortex, in secondary school students. For this purpose, comparisons of the students' scores of dimensions in emotional intelligence were carried out. Samples for the study includes 70 urban students (47 boys and 23 girls) of classes VIII and IX of secondary schools in New Nagole and Bal Nagar areas of Hyderabad city, Telangana, India. Emotional self regulation, through emotional intelligence construct, is measured by collecting data using the Trait Emotional Intelligence Questionnaire-Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, mean, standard deviation. The significance of the test is calculated using t-test for the level of significance α at 0.05. The findings of the study reveal no differences between the genders in all the measured dimensions of emotional self regulation through emotional intelligence.
. Introduction. In recent decades, emotional component during the education process has been widely studied by Russian and foreign researchers. The problems of emotional intelligence formation at the higher school have received much attention due to the fact that development of this psychological characteristic of a personality positively influences students’ motivation to training, adaptation at university and academic results of education. Students with high level of emotional stability, able to adequately perceive own and other experiences, and to control them, can master professional competences more successfully; as a matter of practice, those students become good communicators. Thus, such graduates become high-demand specialists in labour market.The aim of this article is to present the results of the research conducted by the author in order to identify the interrelation between emotional intelligence of future managers and their academic achievement.Methodology and research methods. Analytical review of scientific literature was undertaken at the initial stage of work; that allowed to receive general perception of a state of knowledge of the studied problem and to define methods. D.V. Lyusin questionnaire (psychodiagnostic technique based on the self-report and complemented in connection with specifics of the respondent base) was used to study various aspects of the students’ emotional intelligence. The online form of the survey was developed for the convenience of interaction with students and rapid data collection; the results were processed by means of correlation analysis.Results and scientific novelty. The results of the survey showed the average level of development of emotional intelligence among Management students. Interpersonal component of emotional intelligence has proven to be the most pronounced. The correlation analysis of the data revealed a statistically significant interrelation between the level of emotional intelligence and academic achievement of students. However, contrary to the hypothesis, that interrelation turned out to be negative. With reference to the established facts, it has been suggested that students with the high level of emotional intelligence treat their academic grades more calmly, building full-fledged balance between studies, work and private life.Practical significance. The present findings of the research and results of the first stage of a longitudinal panel investigation of opportunities of psychology and pedagogical influence on development of university students’ emotional intelligence can be used by academic teaching staff of higher education institutions for further work with students.
Emotional intelligence is the capability to realize, to create, to comprehend emotions and sentimental knowledge, and to reflectively control emotions and to improve emotional and mental growth. The purpose of this study is to examine the relationship between EFL teachers’ commitment to professional ethics and their emotional intelligence. To collect the data, 357 EFL teachers—selected based on Krejcie and Morgan’s table of sample size (1970)—participated in this research. Validated and reliable scales of assessing emotional intelligence and professional ethics were utilized. In this study, descriptive statistics as well as inferential statistics of each principle was performed. Also, for estimating the results, Pearson Product-moment Correlation analysis was utilized. According to the results, there is a significant positive relationship between 9 and 10 the professional ethics principles especially dual relationship with students principle and emotional intelligence. Since there is an increase i...
We examined the relationship between perceived emotional intelligence (PEI), measured by the Trait Meta-Mood Scale (TMMS), and psychophysiological measures of adaptive coping. The TMMS assesses perceived ability to (a) attend to moods (Attention), (b) discriminate clearly among moods (Clarity), and (c) regulate moods (Repair). Study 1 showed significant positive associations between PEI and psychological and interpersonal functioning. In Study 2, skill at mood Repair was associated with less passive coping and perceptions of repeated laboratory stressors as less threatening; Clarity was related to greater increases in negative mood, but lower cortisol release during repeated stress. In Study 3, Repair was associated with active coping and lower levels of rumination; Attention was associated with lowered cortisol and blood pressure responses to acute laboratory challenges. These findings suggest that psychophysiological responses to stress may be one potential mechanism underlying the relationship between emotional functioning and health.
Can emotional intelligence (EI) be reliably and validly measured in adolescents? One-hundred and thirty-one students (aged 13 to 15) completed a self-report measure of emotional intelligence (SEI) [Schutte, N., Malouff, J., Hall, L., Haggerty, D., Cooper, J., Golden, C., & Dornheim, L. (1998). Development and validation of a measure of emotional intelligence. Personality and Individual Differences, 25, 167–177.] and a number of other, theoretically relevant measures. They were then induced into either a positive, negative, or neutral mood and asked to complete a task that assessed mood management behaviour. We found that EI was reliably measured in adolescents, was higher for females than males, and was positively associated with skill at identifying emotional expressions, amount of social support, extent of satisfaction with social support, and mood management behaviour. These relationships held even after controlling for two constructs that potentially overlap with EI, namely self-esteem and trait anxiety. This study offers evidence that the SEI is a distinctive and useful measure.
Este artículo reivindica la inclusión de las competencias emocionales como competencias básicas en la escolaridad obligatoria y en los objetivos de la formación inicial del profesorado que se está diseñando actualmente dentro del marco del Espacio Europeo de Educación Superior (EEES). Para ello, se realiza una revision de las investigaciones más actuales en torno al papel fundamental que tienen las competencias emocionales y, más concretamente, la inteligencia emocional (IE; Mayer y Salovey, 1997) sobre el funcionamiento personal, social y académico de los alumnos, así como sobre la efectividad y bienestar del docente. Además, se analizan las multiples funciones que la legislación educativa vigente demanda al maestro. De esta manera, por medio de la exposición de evidencias científicas sobre la validez predictiva de la inteligencia emocional y su relación con los objetivos educativos actuales, este trabajo pretende demostrar la necesidad de desarrollar las competencias emocionales en los docentes con el fin de promover su bienestar y rendimiento laboral, así como el de sus futuros alumnos. Para ello, proponemos la formación inicial del profesorado como medio prioritario para dicho aprendizaje, así como requisito para la posterior e inevitable formación permanente.
This study investigated the convergent, discriminant, and incremental validity of one ability test of emotional intelligence (EI)--the Mayer-Salovey-Caruso-Emotional Intelligence Test (MSCEIT)--and two self-report measures of EI--the Emotional Quotient Inventory (EQ-i) and the self-report EI test (SREIT). The MSCEIT showed minimal relations to the EQ-i and SREIT, whereas the latter two measures were moderately interrelated. Among EI measures, the MSCEIT was discriminable from well-studied personality and well-being measures, whereas the EQ-i and SREIT shared considerable variance with these measures. After personality and verbal intelligence were held constant, the MSCEIT was predictive of social deviance, the EQ-i was predictive of alcohol use, and the SREIT was inversely related to academic achievement. In general, results showed that ability EI and self-report EI are weakly related and yield different measurements of the same person.
Emotion regulation abilities, measured on a test of emotional intelligence, were related to several indicators of the quality of individuals' social interactions with peers. In a sample of 76 college students, emotion regulation abilities were associated with both self-reports and peer nominations of interpersonal sensitivity and prosocial tendencies, the proportion of positive vs. negative peer nominations, and reciprocal friendship nominations. These relationships remained statistically significant after controlling for the Big Five personality traits as well as verbal and fluid intelligence.
High emotional intelligence (EI) is associated with decreased adolescent smoking. Acculturation to the United States is a risk factor for adolescent smoking. High EI may buffer the relationship between acculturation to the United States and perceptions of the social consequences of smoking (PSC). Emotional intelligence is the ability to: accurately perceive, appraise, and express emotion; access and/or generate feelings in facilitating thought; understand emotion and emotional knowledge; and regulate emotions. Emotional intelligence (measured by the Multifactor Emotional Intelligence Scale, Adolescent Version), acculturation, and PSC were assessed in 2001 from 416 Southern California sixth graders (47% boys; mean age = 11.3 yrs; 32% Hispanic/ Latino, 29% Asian/Pacific Islander, 13% White, 19% Multiethnic, 6% Other). There was a significant EI x US acculturation interaction (p < 0.01) suggesting that those with high EI perceived more social consequences associated with smoking. As the U.S. population becomes increasingly diversified, identifying protective variables and designing effective prevention programs for adolescents of diverse ethnic and cultural backgrounds becomes important.
Three studies used J. D. Mayer and P. Salovey's (1997) theory of emotional intelligence (EI) as a framework to examine the role of emotional abilities (assessed with both self-report and performance measures) in social functioning. Self-ratings were assessed in ways that mapped onto the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), a validated performance measure of EI. In Study 1, self-ratings and MSCEIT scores were not strongly correlated. In Study 2, men's MSCEIT scores, but not self-ratings, correlated with perceived social competence after personality measures were held constant. In Study 3, only the MSCEIT predicted real-time social competence, again, just for men. Implications for analyzing how emotional abilities contribute to social behavior are discussed, as is the importance of incorporating gender into theoretical frameworks and study designs.
This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N = 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni , 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students' academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students' final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.
In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and the Big Five personality traits, the ability to understand and manage emotions remained significantly associated with teacher ratings of academic adaptation among boys and peer friendship nominations among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and academic adaptation to school.
A comprehensive mission for schools is to educate students to be knowledgeable, responsible, socially skilled, healthy, caring, and contributing citizens. This mission is supported by the growing number of school-based prevention and youth development programs. Yet, the current impact of these programs is limited because of insufficient coordination with other components of school operations and inattention to implementation and evaluation factors necessary for strong program impact and sustainability. Widespread implementation of beneficial prevention programming requires further development of research-based, comprehensive school reform models that improve social, health, and academic outcomes; educational policies that demand accountability for fostering children's full development; professional development that prepares and supports educators to implement programs effectively; and systematic monitoring and evaluation to guide school improvement.
This report builds and expands upon the analyses of Report Card 6 which considered relative income poverty affecting children and policies to mitigate it. Report Card 7 provides a pioneering, comprehensive picture of child well being through the consideration of six dimensions: material well-being, health and safety, education, family and peer relationships, subjective well-being, behaviours and lifestyles informed by the Convention on the Rights of the Child and relevant academic literature.
A study was conducted to explore the relationship between emotional intelligence (EI) and adolescent tobacco and alcohol use (TAU). Subjects were 205 multi-ethnic adolescents (52% male) from middle schools in southern California (mean age=12.63 years), 153 from a public school and 52 from a parochial school. An abbreviated version of the Multifactor Emotional Intelligence Scale, Student Version [Mayer, J. D., Salovey, P., & Caruso, D. R. (1997). Multifactor emotional intelligence scale, student version. Durham, NH] was used to assess the EI of the students. EI was negatively correlated with a general, overall measure of tobacco and alcohol use, and with individual tobacco and alcohol scales and items. It is plausible that the adolescents with high EI may possess a greater mental ability to read others well and detect unwanted peer pressure. These abilities may have led to an increased resistance to TAU, thus explaining the negative correlations found in this study. Further research is needed to validate these findings.
Emotional intelligence is a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking and actions (Salovey & Mayer, 1990). We discuss (a) whether intelligence is an appropriate metaphor for the construct, and (b) the abilities and mechanisms that may underlie emotional intelligence. © 1993.
A new idea in psychology has matured and shows promise of explaining how attending to emotions can help us in everyday life. The concept, called emotional intelligence has achieved significant popularity, and consequentially, considerable scientific criticism. This article explains ways of assessing emotional intelligence using ability-based tests and some of the findings that have resulted from this method.
Two challenges for researchers of school-based action are to identify effective approaches to prevent problem behaviors and promote positive youth development and to support the widespread implementation and sustainability of evidence-based preschool through high school practice. In this article, the authors describe integrated social, emotional, and academic education as a useful framework for conceptualizing school-based positive youth development programming. We then review findings from selected exemplary studies and research syntheses to support this perspective. We conclude with guidelines for implementing integrated social, emotional, and academic learning programs.
Addresses criticisms of the authors' previous linking of emotion and intelligence by explaining that many intellectual problems contain emotional information that must be processed. Using P. Salovey and J. D. Mayer's (1990) definition of emotional intelligence as a type of social intelligence that involves the ability to monitor one's own and others' emotions, to discriminate among them, and to use the information to guide one's thinking, it is argued that intelligence is an appropriate metaphor for the construct. The abilities and mechanisms that underlie emotional intelligence are described. These mechanisms are (1) emotionality itself, (2) facilitation and inhibition of emotional information flow, and (3) specialized neural mechanisms. Emotionality contributes to specific abilities, and emotional management influences information channels and problem solving. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
This article attempts to justify gender differences found for the main factors that comprise emotional intelligence from the standpoint of the Mayer and Salovey Skill Model (1997). In order to do so, we carry out a review of the different emotional socialization patterns used by parents on the basis of their children's gender and look into their impact on the differential development of emotional competencies, comparing these with the findings of research conducted in the field of Emotional Intelligence. Results from this review and their implications are discussed, as well as necessary lines for future research.
This investigation examined the rela- tionship between emotional intelligence (EI) and teenage alcohol / tobacco consumption. Emo- tional intelligence, understood as the ability to perceive, understand and regulate emotions in an adequate way, is associated to a reduction in con- ducts entailing a risk for health, including tobacc o and alcohol consumption. The hypothesis of our study is that persons who have developed these abilities to a larger extent shall not resort to dr ug consumption in order to regulate their negative emotional states. The participants of the study were students aged between 11 and 21. In order to evaluate emotional intelligence, we used the Trait Meta Mood Scale and to evaluate consumption of addictive substances we resorted to the question- naire on drugs of the National Observatory on Drugs. Teenagers scoring higher in Emotional In- telligence reveal smaller tobacco and alcohol con- sumption levels. Teenagers scoring lower in Emo- tional Intelligence resort to consumption of these substances as an external form of emotional self- regulation.
This study examined the relationship between emotional intelligence, anxiety and depression among adolescents. Two hundred and fifty high-school students were administered the Trait Meta-Mood Scale (TMMS), a self-report measure of emotional intelligence, along with measures of thought suppression, self-esteem, anxiety, and depression. It was hypothesized that emotional abilities would predict psychological adjustment above and beyond factors that have been previously associated with poor adjustment (i.e., self-esteem and thought suppression). The study revealed two main findings. First, self-reported ability to regulate mood (Emotional Repair) was positively related to self-esteem. Second, self-reported emotional intelligence was negatively related to levels of depression and anxiety. Specifically, the ability to discriminate clearly among feelings (Emotional Clarity) and the ability to self-regulate emotional states were associated with better psychological adjustment, independent of the effects of self-esteem and thought suppression. The results provide support for the hypothesis that emotional abilities are an important and unique contributor to psychological adjustment.
This paper examines the role of trait emotional intelligence ('trait EI') in academic performance and in deviant behavior at school on a sample of 650 pupils in British secondary education (mean age %16.5 years). Trait EI moderated the relationship between cognitive ability and academic performance. In addi-tion, pupils with high trait EI scores were less likely to have had unauthorized absences and less likely to have been excluded from school. Most trait EI effects persisted even after controlling for personality var-iance. It is concluded that the constellation of emotion-related self-perceived abilities and dispositions that the construct of trait EI encompasses is implicated in academic performance and deviant behavior, with effects that are particularly relevant to vulnerable or disadvantaged adolescents.
Previous research has explored the direct association between emotional intelligence (EI) and adolescent smoking, however its relation to psychosocial smoking risk factors has yet to be determined. EI is defined as the ability to: accurately perceive, appraise, and express emotion; access and/or generate feelings in facilitating thought; understand emotion and emotional knowledge; and regulate emotions. EI was assessed with a shortened version of the Multifactor Emotional Intelligence Scale, Adolescent Version, and was administered to 416 6th graders (53% girls) from middle schools in the Los Angeles area (mean age=11.3 years; 32% Hispanic/Latino, 29% Asian/Pacific Islander, 13% White, 19% Multiethnic, 6% Other). Results indicate that high EI is a protective factor for smoking risk factors in adolescents. Linear regression models revealed that high EI was associated with greater perceptions of the negative social consequences of smoking (P<0.001) and with being more efficacious in refusing cigarette offers (P<0.001). Logistic regression models revealed that high EI was associated with a lower likelihood of intending to smoke in the next year (OR=0.96, 95% C.I.: 0.92–0.99). Those with high EI may be better able to benefit from social influences-based prevention programs and, as adolescent smoking prevention programs evolve, taking EI into account may lead to increased effectiveness.
En: Revista de educación (Madrid) Madrid 2003, n. 332, septiembre-diciembre ; p. 97-116 La inteligencia emocional (IE) es un constructo tan interesante como controvertido. A pesar de la aparición de múltiples libros, revistas y manuales sobre la importancia de la promoción de la IE, pocos datos científicos han avalado sus efectos beneficiosos en el aula. En este artículo se ofrece una visión científica del concepto de IE tratando de desligarnos de otras concepciones más populares. De partida, se expone el planteamiento teórico de Mayer y Salovey (1997), se esbozan los diferentes procedimientos de evaluación y se enumeran datos empíricos sobre la influencia de la IE en el contexto escolar. Por último, son planteadas una serie de implicaciones educativas que se derivan del estudio riguroso del concepto, p. 112-116
La inteligencia emocional (IE) ha suscitado un gran interés en el ámbito educativo como una vía para mejorar el desarrollo socioemocional de los alumnos. Las primeras publicaciones que aparecieron realizaron multitud de afirmaciones sobre la influencia positiva de la inteligencia emocional en el aula. El único inconveniente fue que todas estas aseveraciones no estaban avaladas por datos empíricos contrastados que demostrasen, por un lado, el nivel predictivo de la IE y, por otro, el papel real de la IE en las distintas áreas vitales. Ha sido recientemente cuando se han investigado los efectos que una adecuada inteligencia emocional ejerce sobre las personas. El objetivo de este artículo es revisar los trabajos empíricos más relevantes realizados dentro del contexto educativo con la finalidad de recopilar las evidencias existentes sobre la influencia de la IE, evaluada mediante diferentes instrumentos, en el funcionamiento personal, social y escolar de los alumnos.
To examine interactions between emotional intelligence (EI) and smoking risk factors on smoking intentions in adolescents.
EI ios defined as the ability to: accurately perceive, appraise, and express emotion; access and/or generate feelings in facilitating thought; understand emotion and emotional knowledge; and regulate emotions. EI of 416 6th graders (53% girls) from middle schools in the Los Angeles area (mean age = 11.3 years; 32% Latino, 29% Asian/Pacific Islander, 13% white, 19% Multiethnic, 6% Other) was assessed with an abbreviated version of the Multifactor Emotional Intelligence Scale, Adolescent Version (MEIS). This was a competence-based measure assessing an individual's ability to perceive, understand, and manage emotion. Logistic regression models were fit to test interactions between EI and ever trying cigarettes, hostility, and perceived ability to refuse a cigarette from someone just met, on intentions to smoke in the next year.
High EI adolescents were more likely to intend to smoke in the next year if they had previously experimented with smoking. Those with low EI were more likely to intend to smoke if their perceived ability to refuse a cigarette offer from a person they just met was low or hostility level was high.
These preliminary results indicate that EI interacts with risk factors to reduce smoking intentions, and contributes evidence to a link between EI and smoking in adolescents.
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