Classroom emotional intelligence and its relationship with school performance
Classroom emotional intelligence and its relationship with school performance
Main Article Content
Abstract
Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI). The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS) in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4), divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.
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Escalante, N., Fernández-Zabala, A., & Elkoro, A. (2014). Apoyo social e implicación escolar de estudiantes de Educación Secundaria. In J. Cruz, & M. Díaz (Eds.), Investigar en Psicodidáctica: Una realidad en auge (pp. 115---125). Leioa: Servicio Editorial de la Universidad del País Vasco.
Estell, D. B., & Perdue, N. H. (2013). Social support and behavioral and affective school engagement: The effects of peers, parents, and teachers. Psychology in the Schools, 50(4), 325---339. http://dx.doi.org/10.1002/pits.21681
Fernández del Valle, J., & Bravo, A. (2000). Estructura y dimensiones de apoyo en la red social de los adolescentes. Anuario de Psicología, 31(2), 87---105.
Finn, J. D. (1989). Withdrawing from school. Review of Educational Research, 59(2), 117---142. http://dx.doi.org/10.3102/ 00346543059002117
Flook, L., Repetti, R. L., & Ullman, J. B. (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41(2), 319---327. http://dx.doi.org/ 10.1037/0012-1649.41.2.319
Fredricks, J. A., Blumenfeld, P., Friedel, J., & Paris, A. H. (2005). School engagement. In K. A. Moore, & L. H. Lippman (Eds.), What do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 305---321). New York: Springer.
Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59---109. http://dx.doi.org/10.3102/00346543074001059
Freudenthaler, H. H., Spinath, B., & Neubauer, A. C. (2008). Predicting school achievement in boys and girls. European Journal of Personality, 22(3), 231---245. http://dx.doi.org/ 10.1002/per.678
Furman, W., & Buhrmester, D. (1992). Age and sex differences in perceptions of networks of personal relationships. Child Development, 63(1), 103---115. http://dx.doi.org/ 10.2307/1130905
Furrer, C., & Skinner, C. (2003). Sense of relatedness as a factor in children’s academic engagement and performance. Journal of Educational Psychology, 95(1), 148---162. http://dx.doi.org/10.1037/0022-0663.95.1.148
García-Reid, P. (2007). Examining social capital as a mechanism for improving school engagement among low income hispanic girls. Youth & Society, 39(2), 164---181. http://dx.doi.org/ 10.1177/0044118X07303263
Ghazvini, S. D., & Khajehpour, M. (2011). Gender differences in factors affecting academic performance of high school students. Procedia Social and Behavioral Sciences, 15, 1040---1045. http://dx.doi.org/10.1016/j.sbspro.2011.03.236
Gracia, E., Herrero, J., & Musitu, G. (1995). El apoyo social. Barcelona, Spain: PPU.
Green, J., Liem, G. A. D., Martin, A. J., Colmar, S., Marsh, H. W., & McInerney, D. (2012). Academic motivation, selfconcept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35(5), 1111---1122. http://dx.doi.org/10.1016/ j.adolescence.2012.02.016
Gruman, D. H., Harachi, T. W., Abbott, R. D., Catalano, R. F., & Fleming, C. B. (2008). Longitudinal effects of student mobility on three dimensions of elementary school engagement. Child Development, 79(6), 1833---1852. http://dx.doi.org/10.1111/ j.1467-8624.2008.01229.x
Hartup, W. W. (1993). Adolescents and their friends. In B. Laursen (Ed.), New directions for child development: Close friendships in adolescence (pp. 3---22). San Francisco: Jossey-Bass.
Huebner, E., & Gilman, R. (2003). Toward a focus on positive psychology in school psychology. School Psychology Quarterly, 18(2), 99---102. http://dx.doi.org/10.1521/scpq.18.2.99.21862
Hughes, J. N., & Kwok, O. (2007). The influence of student---teacher and parent---teacher relationships on lower achieving readers’ engagement and achievement in the primary grades. Journal of Educational Psychology, 99, 39---51. http://dx.doi.org/ 10.1037/0022-0663.99.1.39
Hughes, J. N., Luo, W., Kwok, O., & Loyd, L. (2008). Teacher---student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1---14. http://dx.doi.org/10.1037/ 0022-0663.100.1.1
Lam, S., Jimerson, S., Kikas, E., Cefai, C., Veiga, F. H., Nelson, B., & Zollneritsch, J. (2012). Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries. Journal of School Psychology, 50(1), 77---94. http://dx.doi.org/10.1016/j.jsp.2011.07.004
Landero, R., & González, M. (2008). Escala de Apoyo Social Percibido de Familia y Amigos (AFA). Documento interno de la Facultad de Psicología, Universidad Autónoma de Nuevo León.
Li, Y., & Lerner, R. M. (2011). Trajectories of school engagement during adolescence: Implications for grades, depression, delinquency, and substance use. Developmental Psychology, 47, 233---247. http://dx.doi.org/10.1037/a0021307
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