Análisis del estilo de gestión del conflicto interpersonal en estudiantes universitarios

Palomino, María Carmen Pegalajar

doi:10.35362/rie7723178

Cited by 6 publications

(3 citation statements)

References 6 publications

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“…En lo que se refiere a las diferencias en el género, los hallazgos obtenidos son parcialmente compartidos con estudios previos, en cuanto que se aprecia la no existencia de diferencias significativas en los distintos EGRC (p.ej., Parra y Jiménez, 2016;Pena et al, 2011), cosa que ocurre en el presente estudio con la mayoría de dimensiones. No obstante, en aquellos estudios que encuentran diferencias significativas, estas se hallan a favor de las mujeres en los EGRC basados en un medio-alto interés por los otros (como, por ejemplo, Integración, Compromiso o Servilismo), y un bajo nivel de Dominación (Pegalajar-Palomino, 2018;Talavera-Salas, 2021;Vallone et al, 2022). Esto va acorde a este estudio, en el que se han encontrado diferencias significativas a favor de las mujeres en la dimensión de Compromiso.…”

Section: Discussionunclassified

La inteligencia emocional en el desarrollo de estilos de resolución de conflictos en futuros educadores

Galindo-Domínguez

Maza²,

Iglesias³

2022

REIFOP

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The objective of this work is to know the influence that emotional intelligence has on the development of different conflict resolution management styles. For this purpose, 155 students from the Early Childhood Education and Primary Education degrees responded to the Spanish adaptations of the Wong-Law Emotional Intelligence Scale (WLEIS), as well as the ROCI-II scale. The results showed how the most used conflict resolution style was Integration, characterized by high self- and others interest, and the least used style was Domination, characterized by high self-interest and low other people's interest. Likewise, it was observed how the dimension of Evaluation of the emotions of others contributed to developing resolution styles based on a high interest of others, and how the Regulation of emotions, paradoxically, contributed to developing positively styles focused on low self-interest, such as servility and avoidance, and contributed to reducing the Integration style, characterized by a high self-interest. The results reveal the necessity to introduce emotional intelligence in teaching planning in order to develop conflict resolution styles based on active listening, common interest, and assertive values, necessary conditions for the workplace of future teachers. El objetivo del presente trabajo es el de conocer la influencia que tiene la inteligencia emocional en el desarrollo de diversos estilos de gestión de resolución de conflictos. Para este fin, 155 estudiantes de los grados de Educación Infantil y Educación Primaria respondieron a las adaptaciones al español de la escala de Inteligencia Emocional Wong-Law (WLEIS), así como de la escala ROCI-II. Los resultados evidenciaron cómo el estilo de resolución de conflictos más usado fue el de Integración, caracterizado por un alto interés propio y ajeno, y el estilo menos usado fue la Dominación, caracterizado por un alto interés propio y bajo interés ajeno. Asimismo, se observó cómo la dimensión de Evaluación de las emociones de los demás contribuía a desarrollar estilos de resolución basados en un alto interés ajeno, y cómo la Regulación de las emociones, paradójicamente, contribuía a desarrollar estilos centrados en un bajo interés propio, como el servilismo y la evitación, y a reducir el estilo de Integración, caracterizado por un alto interés propio. Los resultados evidencian la necesidad de introducir la inteligencia emocional en la programación docente con el fin de desarrollar estilos de resolución de conflictos basados en la escucha activa, el interés común, y los valores asertivos, condiciones necesarias para el ámbito laboral del futuro profesorado.

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Section: Discussionunclassified

La inteligencia emocional en el desarrollo de estilos de resolución de conflictos en futuros educadores

Galindo-Domínguez

Maza²,

Iglesias³

2022

REIFOP

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“…Hay algo que se debe considerar en este análisis y son los postulados de la teoría del conflicto, en los entornos familiares las interacciones que se dan entre los miembros de la casa suelen generar situaciones donde se sienten amenazados o inconformes por lo que el conflicto está a la vista, las maniobras que la familia utilice para gestionarlo de manera positiva requieren de un trabajo en conjunto donde todos los miembros se involucren y deseen la solución [16]. Así también, se habla de que la relación escuela-familia está conflictuada por la falta de participación del entorno familiar en las responsabilidades académicas de los hijos.…”

Section: Conclusionesunclassified

Literature review on the family environment in school performance

Zambrano

Cabezas

Medina³

et al. 2023

uct

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This article deals with the systematic review of the literature on the family environment in school performance, which seeks to respond to the interference of the family environment in school performance in primary school children. Scientific papers from 2018 to 2022 were analyzed. The study sample consisted oftwenty indexed papers. This review is based on the Prisma methodology. Empirical and theoretical contributions to the family environment were reviewed. As the main results, it was observed that the correct intervention of the family environment produces good school performance in children of primary education.When speaking of correct, it refers to providing the tools and strategies for the integral development of the boy or girl. This includes adequate communication, appropriate rules, well-established limits, and generally, the forms of interaction between each member and the demonstration of affection.

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“…In this scenario, the training and education of people who will work in the future with the elderly population is essential to improve their interpersonal skills. These have a marked attitudinal character, being essential for the qualification and construction of professionals who must work as a team and be an active part within an organization (Palomino, 2018) that acts with people with their own characteristics and needs.…”

Section: Introductionmentioning

confidence: 99%

Content On Active Ageing In University Degrees: A Study In Spain And Portugal

Moreno-Sánchez,

Gago-Valiente,

Mendoza-Sierra

et al. 2024

AMC

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Background: to analyse the study plans of undergraduate and postgraduate degrees at the University of Huelva (Spain), the Beja Polytechnic Institute (Portugal) and the Algarve University (Portugal), to identify content on attention to diversity, ageing and the four pillars of the World Health Organisation for this population (health, safety, continuous learning, and participation). Methods: a methodology was carried out mixed research, in the first place a quantitative phase of data analysis was carried out, for which the statistical program SPSS was used for the observation of frequencies and percentages. In the second phase of the work, and in a qualitative way, carried out an analysis of the content of the program collected in the syllabuses. Results: of the total of the 54 degrees analysed, content related to active aging or, the 4 basic pillars that the WHO comments to address it, were only found in a visible way in the degrees related to the disciplines of Physical Activity, Psychology, Social Sciences, Gerontology, Nursing, and Special Education. Conclusions: this work shows that there is a lack of content on care for ageing in many university degrees that enables students to work with this specific population group. This analysis led to the conclusion that many professionals who have contact with the senior population do not receive the necessary training to respond to the particular needs of individuals in this age group.

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Análisis del estilo de gestión del conflicto interpersonal en estudiantes universitarios

Cited by 6 publications

References 6 publications

La inteligencia emocional en el desarrollo de estilos de resolución de conflictos en futuros educadores

La inteligencia emocional en el desarrollo de estilos de resolución de conflictos en futuros educadores

Literature review on the family environment in school performance

Content On Active Ageing In University Degrees: A Study In Spain And Portugal

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