This article presents the results of an exploratory study on the relationships between the emotional competencies and attitudes towards creativity in a sample of primary school students. This study is part of a wider project on the implementation of the curricular area “Emotional Education and Creativity,” a far-reaching innovation in the educational system of the Canary Islands, Spain. A validated questionnaire for the evaluation of emotional and creative variables from the teachers’ perspectives was used. The questionnaire was given to 230 primary school teachers, who used it to assess the emotional and creative competencies of 2540 schoolchildren. A bivariate correlation was carried out to establish the relationship between these competencies, and a multiple regression analysis was used to understand the influence of emotional skills on creativity. The results obtained confirmed the close relationship between the emotional dimension and the creative construct. Specifically, it was observed that emotional awareness was the competence with the closest relationship, together with the responsibility for one’s own emotions, and the one that had the greatest weight in explaining creative competences. This result emphasizes that emotional and creative competencies complement each other and highlights the importance of working on these competencies together. We are committed to continuing with this line of research that supports an emotional conception of creativity.
El Compromiso Emocional Docente es un constructo psicoeducativo, de reciente validación, que caracteriza la relación profesor-alumno en tres etapas educativas: infantil, primaria y secundaria. Se define empíricamente como un vínculo emocional que establece el/la docente con su alumnado, a partir de una serie de manifestaciones conductuales y verbales que implican afecto y preocupación hacia éste, distribuidas en cuatro dimensiones. Este constructo es conceptualizado como un “saber hacer” emocional del profesorado, a la hora de ejercer su función docente, por lo que estaría relacionado con el enfoque competencial de la inteligencia emocional. El objetivo de este estudio ha sido observar cuáles son las variables psicoeducativas que predicen las puntuaciones en Compromiso Emocional Docente y si existen diferencias en las dimensiones del constructo en función de ellas. Participaron 671 docentes de las tres etapas educativas. Los resultados revelaron que las variables que más explican la variabilidad de las puntuaciones en las dimensiones del constructo son el sexo, la formación en educación emocional y la etapa educativa. Estos hallazgos ofrecen una primera aproximación de la relación del constructo con las variables socioacadémicas incluidas en este estudio, lo que posibilita progresar en su comprensión, así como guiar la formación inicial y permanente del profesorado.
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