Motivación e inteligencia emocional en estudiantes de Educación Secundaria Obligatoria || Motivation and emotional intelligence in high school students

Alonso, José Domínguez; Domínguez-Rodríguez, Víctor; López-Pérez, Esther; Rodríguez-González, María del Mar

doi:10.17979/reipe.2016.3.2.1801

Cited by 7 publications

(9 citation statements)

References 20 publications

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“…There is not abundant scientific evidence on this relationship in primary school children. However, in some works (Ferrándiz et al, 2012 ; Conde & Almagro, 2013 ; López, 2013 ; Cera et al, 2015 ; Domínguez-Alonso et al, 2016 ; Usán & Salavera, 2018 ), carried out with samples of Secondary School or Conservatory of Music students, it can be seen that the correlation between EI and school motivation is significant, although in a more modest way than in our study.…”

Section: Discussioncontrasting

confidence: 66%

“…In addition, a strong and positive relationship has been established between emotional intelligence and motivation especially if this extrinsic motivation and amotivation (Sontakke, 2016 ; Usán & Salavera, 2018 ); although studies in the context of Primary Education are scarce (Ferrándiz et al, 2012 ; Clarke et al, 2014 ). Most of them have been conducted with samples of middle school and university students (Durán et al, 2006 ; Domínguez-Alonso et al, 2016 ; Lomelí-Parga et al, 2016 ; Usán & Salavera, 2018 ). There are also some related to specific fields such as music, language teaching or physical education (López, 2013 ; Conde & Almagro, 2013 ; Cera et al, 2015 ; González-Peiteado et al, 2016 ; Fierro Suero et al, 2019 ).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

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Emotional intelligence and academic motivation in primary school students

Arias

Soto-Carballo

Juste

2022

Psicol. Refl. Crít.

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The role of emotions in the educational context is one of the lines of research that has generated most interest in recent years. This study explores the level of emotional intelligence (EI) and motivation towards studying of primary school (PS) students, as well as the relationship between both variables. For this, a quasi-experimental design has been used with an accidental sample of 541 students from public centers in the province of Pontevedra (Spain). The instruments used were a School Motivation Scale and an EI questionnaire for primary school students, based on the five areas of Goleman EI. The results maintain a mid to high level of EI in all of the factors (self-conscience, self-control, emotional use, empathy and social skills) and a good level of academic motivation. Therefore, they show a positive and significant correlation of both variables. Girls have a higher emotional intelligence index and there is no difference in academic motivation in terms of gender. Based on these results, it is suggested to implement programs that consolidate emotional competences given their importance in the psychoevolutionary development of students and their relationship with academic motivation.

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Section: Discussioncontrasting

confidence: 66%

Section: Theoretical Frameworkmentioning

confidence: 99%

Emotional intelligence and academic motivation in primary school students

Arias

Soto-Carballo

Juste

2022

Psicol. Refl. Crít.

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“…This concept has a series of interesting peculiarities that can be analyzed in view of the main aim of the current work. The most relevant one is the difference between internal and external motivation, which many works have already addressed in the field of motivation psychology [29][30][31][32]:…”

Section: General Overview Of Motivations In the Choice Of Studymentioning

confidence: 99%

The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories

et al. 2021

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The motivations that lead students to decide on a study modality or on a university degree provide relevant information to improve teaching–learning processes. This work addresses the question regarding the choice of study through analysis of four particular cases. They are special because the individuals chose their studies according to reasons different from the usual ones. To study these cases, interviews were carried out with the individuals. The results were subsequently analyzed according to a qualitative methodology using WebQDA software. The aim was to distinguish the incidence of internal and external motivations when choosing studies. The results obtained represent a contradiction with other pieces of research that analyzed the incidence of these types of motivations for choosing studies and allow for the assessment of various factors that may influence this process. The results obtained in this research indicate that the participants presented a high incidence of internal motivation. This allows for establishing some conclusions about the nature of those motivations when compared with the standard ones referred to in other works that dealt with a general population. The results reveal that in the subjects of this study’s sample, there is a higher incidence of internal motivational factors, such as vocation, while in other subjects, external factors predominate, such as socioeconomic position.

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“…-En la etapa de Educación Secundaria se ha abordado la cuestión de las emociones en relación con el rendimiento académico de los estudiantes (Usán Supervía & Salavera Bordás, 2018;Broc Cavero, 2019), así como herramienta para potenciar la motivación en el aprendizaje (Domínguez et al, 2016). También se han puesto en marcha interesantes programas de educación emocional, que han reportado resultados interesantes (Sánchez Calleja et al, 2018), y en el ámbito de materias como al Educación Física (Cera et al, 2015) o las Ciencias (Borrachero, 2015).…”

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Emociones de estudiantes preuniversitarios en Ciencias Sociales con experiencias de gamificación.

Serrano¹

2020

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El papel de las emociones en los procesos de enseñanza-aprendizaje está adquiriendo mucha relevancia en la investigación educativa de los últimos años. Sin embargo, en el área de ciencias sociales, no son muchos los estudios que se han llevado a cabo a este respecto. El presente trabajo es un análisis de la incidencia de las emociones en los procesos de enseñanza-aprendizaje de las ciencias sociales en experiencias didácticas que se han diseñado con metodología de gamificación. El objetivo principal es valorar la incidencia de esta metodología en la generación de emociones de cara al aprendizaje. La experiencia se ha llevado a cabo con 280 estudiantes de ESO y Bachillerato en materias de ciencias sociales. Para analizar los resultados se ha empleado una metodología de tipo cualitativo. Se han analizado fragmentos del diario de aprendizaje, en los que los estudiantes de la muestra se expresan acerca de cómo han vivido las experiencias didácticas de gamificación. El análisis se ha realizado mediante el software WebQDA, que permite extraer conclusiones del análisis de fuentes textuales. Los resultados apuntan a que, por un lado, hay una incidencia muy positiva de las emociones en las experiencias en las que se ha empleado la metodología de gamificación, aunque también se detecta que en algunos estudiantes se generan emociones que pueden complicar el aprendizaje.

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Motivación e inteligencia emocional en estudiantes de Educación Secundaria Obligatoria || Motivation and emotional intelligence in high school students

Cited by 7 publications

References 20 publications

Emotional intelligence and academic motivation in primary school students

Emotional intelligence and academic motivation in primary school students

The Role of the Social Sciences When Choosing University Studies: Motivations in Life Stories

Emociones de estudiantes preuniversitarios en Ciencias Sociales con experiencias de gamificación.

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