Inteligencia emocional en adolescentes de dos colegios de Bogotá*

Perdomo, Diana Marcela Cerón; Pérez-Olmos, Isabel; Pinilla, Milcíades Ibáñez

doi:10.1016/s0034-7450(14)60104-9

Cited by 20 publications

(18 citation statements)

References 12 publications

(15 reference statements)

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“…They are emotionally intelligent in various ways that males are not due to a specific combination of the key components of EI. Males, on the other hand, are self -confident, optimistic, that the superiority of females in the interpersonal factor confirms the results of previous research (Perdomo et al, 2011;Santesso et al, 2006). Therefore, females show greater competences and abilities than males.…”

Section: Statistically Significant Differences Of Emotional Intelligence Of Students According Tosupporting

confidence: 88%

Emotional Intelligence and Students’ Academic Achievement

AL-Qadri

Zhao

2021

PEC

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Emotional Intelligence (EI) is essential attribution among school learners of today. In this respect, determination and normalization of the measures to investigate and recognize dimensions levels help educators have a successful intervention and increase students' academic achievement level. This research aimed to explore the relationship between Emotional Intelligence (EI) and the academic achievement of Arabic basic school students in China. Further, it also sought to determine the level of students' emotional intelligence and motivation to learn. The research aims are addressed through a tool that explores emotional intelligence and motivation. A 60-item for initial emotional intelligence scale was utilized and analyzed to test their psychometric properties by pilot testing. A final total of 303 students with ages ranged between 12-16 years old participated in the research. The research findings suggested the final formulation of items of the emotional intelligence scale that can measure the levels of emotional intelligence of students along with a significantly positive relationship to academic achievement. There were statistically significant differences in the respondents' level of emotional intelligence according to the gender variable. In comparison, there were no statistically significant differences in the respondents' level of emotional intelligence according to the grade variable. Recommendations of the research were presented. Keywords: emotional intelligence, academic achievement, factor analysis, development and relationship

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Section: Statistically Significant Differences Of Emotional Intelligence Of Students According Tosupporting

confidence: 88%

Emotional Intelligence and Students’ Academic Achievement

AL-Qadri

Zhao

2021

PEC

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“…Furthermore, this instrument has been used in different cultures and countries such as Spain [63,64], Mexico [65], Turkey [66], or China [67]. However, stronger validity evidence supporting scores in TMMS-24 contexts outside Spain is needed [65,68]. For this reason, this research evaluates the factor structure of the instrument in three Spanish-speaking countries in the same study.…”

Section: Discussionmentioning

confidence: 99%

Validation of TMMS-24 in Three Spanish-Speaking Countries: Argentina, Ecuador, and Spain

Górriz

Etchezahar

Pinilla-Rodríguez

et al. 2021

IJERPH

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Emotional intelligence (EI) is a fundamental skill related to different aspects of human life, such as psychological well-being or mood states. The present study has a triple objective: first, to explore the psychometric properties of the TMMS-24 in three Spanish-speaking countries (Argentina, Ecuador, and Spain); second, to examine the relation of EI with mood and avoidance of responsibility; and finally, to analyse the influence of sex, age and national differences on EI. The relevance of this study is given by the need for tools to assess EI in different cultures. A sample of 1048 adults (Mage = 21.11 years, SD = 5.84; 52.3% male) was selected by convenience sampling. The psychometric properties of the TMMS-24 were adequate, and the Spanish sample showed lower levels of EI than the Argentinian and Ecuadorian ones. EI was associated with mood and the avoidance of responsibility, with higher levels in women in all cases. Regarding the national and sex-specific differences, the Spanish sample showed significant differences in attention and repair, with men exhibiting higher scores in attention and women having higher scores in repair. In the Argentinean sample, no significant differences were found, and in the Ecuadorian one, women presented higher scores in attention than men. The TMMS-24 can be considered a useful, practical tool to assess EI in adults in different cultures and with different languages.

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“…De otro lado, no se encontraron diferencias significativas entre el estrato y los niveles de autoconocimiento y autorregulación emocional, lo cual es congruente con otras investigaciones que tampoco encontraron relación entre las características socioeconómicas y el manejo o conocimiento de las emociones (Taylor et al, 1985;Parker et al, 1989;Ibáñez et al, 2011). No obstante, conviene resaltar como nuevo hallazgo, las diferencias significativas halladas entre el tipo de institución y los niveles de autoconocimiento y autorregulación emocional.…”

Section: Discussionunclassified

“…Algo similar hallaron Ibáñez, Pérez & Cerón (2011) al aplicar una prueba de inteligencia emocional a adolescentes escolarizados, dado que la prueba no arrojó ninguna diferencia significativa entre la edad y la inteligencia emocional.…”

Section: Yanin Santoya Montes -Miguel Garcés Prettel -Mariana Tezón Bunclassified

Las emociones en la vida universitaria: análisis de la relación entre autoconocimiento emocional y autorregulación emocional en adolescentes y jóvenes universitarios

2018

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Objetivo: Se presentan los resultados de una investigación correlacional que estableció la relación entre autoconocimiento y autorregulación emocional en universitarios colombianos. Método: La muestra estuvo compuesta por 356 sujetos entre 15 y 22 años, que cursaban carreras profesionales en tres universidades de Cartagena de Indias (Colombia). La información fue recolectada a través de la escala CARE, con una consistencia interna de 0.722 para autoconocimiento y 0.750 para autorregulación. Resultados: Los hallazgos revelan una asociación estadísticamente significativa entre los niveles de autoconocimiento emocional y los de autorregulación emocional de los participantes, encontrándose que a mayor percepción e identificación de las emociones, mayor es la probabilidad de desarrollar tolerancia ala frustración. De igual manera, se halló que la capacidad de hablar abiertamente de las emociones y de reconocer señales emocionales internas aumenta la probabilidad de regular los impulsos emocionales, de generar estrategias de afrontamiento y de desarrollar tolerancia a la frustración. Conclusión: La comunicación y el reconocimiento de las emociones son aspectos determinantes para que estos jóvenes puedan regular sus emociones y enfrentar o manejar adecuadamente los problemas cotidianos.

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Inteligencia emocional en adolescentes de dos colegios de Bogotá*

Cited by 20 publications

References 12 publications

Emotional Intelligence and Students’ Academic Achievement

Emotional Intelligence and Students’ Academic Achievement

Validation of TMMS-24 in Three Spanish-Speaking Countries: Argentina, Ecuador, and Spain

Las emociones en la vida universitaria: análisis de la relación entre autoconocimiento emocional y autorregulación emocional en adolescentes y jóvenes universitarios

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