Inteligencia emocional del aula y su relación con el desempeño académico
Inteligencia emocional del aula y su relación con el desempeño académico
Contenido principal del artículo
Resumen
A pesar de la importancia nuclear de las emociones en el contexto académico no existen medidas de Inteligencia Emocional (IE) grupal aplicadas al aula. El objetivo del presente trabajo consistió en desarrollar un cuestionario para la medida de la IE grupal (G-TMMS) en contextos académicos. Las propiedades psicométricas del G-TMMS fueron examinadas en una muestra de 794 participantes dividida en 59 aulas (47% mujeres; Mediaedad = 16; DT = 1.4). El G-TMMS mostró una estructura unifactorial, una consistencia interna adecuada, estabilidad temporal y validez convergente. Además, la IE grupal del aula se mostró asociada con un mayor desempeño escolar grupal. El trabajo discute las implicaciones de esta nueva escala en el contexto educativo.
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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.
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