El contexto familiar y escolar en la implicación escolar
El contexto familiar y escolar en la implicación escolar
Contenido principal del artículo
Resumen
La familia, los pares y la escuela constituyen los tres principales contextos asociados a la implicación escolar. Este estudio trata de analizar las posibles diferencias en función del sexo y de la edad en dichas variables contextuales y en la implicación escolar, así como la relación entre ellas. Participaron un total de 1543 estudiantes de Educación Secundaria, 728 hombres (47.2%) y 815 mujeres (52.8%) con edades comprendidas entre los 12 y los 18 años (M = 14.24; SD = 1.63). Todos ellos cumplimentaron la escala de Apoyo Familiar y de Amigos (AFA), la escala de apoyo de profesores del Cuestionario Health Behaviour in School aged Children (HBSC) y el School Engagement Measure (SEM). Los resultados muestran diferencias significativas a favor de las mujeres en la percepción del apoyo de los amigos, así como en la implicación comportamental y emocional. Se hallan a su vez, puntuaciones significativamente más altas para el grupo de menor edad en cuanto a la percepción del apoyo tanto de los padres como del profesorado, y en la implicación escolar. Por otro lado, se observan índices de correlación significativos entre las variables contextuales, así como entre éstas últimas y la implicación escolar, si bien es el apoyo del profesorado el que correlaciona con más intensidad.
Citas
Balluerka, N., Aritzeta, A., Gorostiaga, A., Gartzia, L., & Soroa, G. (2013). Emotional intelligence and depressed mood in adolescence: A multilevel approach. International Journal of Clinical and Health Psychology, 13, 110---117.
Balluerka, N., Gómez, J., & Hidalgo, M. D. (2005). The controversy over null hypothesis significance testing revisited. Methodology, 1(2), 55---70. http://dx.doi.org/10.1027/1614-1881.1.2.55
Beilock, S. L., & Ramírez, G. (2011). On the interplay of emotion and cognitive control: Implications for enhancing academic achievement. In J. P. Mestre, & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55) Psychology of learning and motivation: Cognition in education (pp. 137---169). http://dx.doi.org/10.1016/B978-0-12-387691-1.00005-3
Boekaerts, M. (2001). Context sensitivity: Activated motivational beliefs, current concerns and emotional arousal. In S. Volet, & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 17---31). Amsterdam, The Netherlands: Pergamon.
Buff, A., Reusser, K., & Rakoczy, K. (2011). Activating positive affective experiences in the classroom: ‘‘Nice to have’’ or something more? Learning and Instruction, 21(3), 452---466. http://dx.doi. org/10.1016/j.learninstruc.2010.07.008
Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36, 883---892. http://dx.doi.org/10.1016/ j.adolescence.2013.07.001
Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83, 234---246. http://dx.doi.org/10.1037//0021-9010.83.2.234
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge, UK: Cambridge University Press.
Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 3, 81---90.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82, 405---432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Extremera, N., Salguero, J. M., Fernández-Berrocal, P., & Ruíz Aranda, D. (2009). Acercamientos actuales en la medición científica de la inteligencia emocional: algunas implicaciones de su uso en el ámbito laboral. In J. M. Augusto (Ed.), Estudios en el ámbito de la inteligencia emocional (pp. 175---198). Jaén, Spain: Huarte de San Juan, Psicología.
Fernández-Ballesteros, R., & Sierra, B. (1995). Escalas de Clima Social (FES, WES, CIES, CES). Madrid, Spain: TEA Ediciones.
Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait MetaMood Scale. Psychological Reports, 94, 751---755.
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., et al. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29(2), 150---159. http://dx.doi.org/10.1177/ 0734282910374707
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
Fultz, J., & Nielsen, M. E. (1993). Anticipated vicarious affect and willingness to be exposed to another’s suffering. Basic and Applied Social Psychology, 14(3), 273---283. http://dx.doi.org/ 10.1207/s15324834basp1403 2
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., & Alonso-Arbiol, I. (2011). Measuring perceived emotional intelligence in adolescent population: Validation of the Short Trait Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health Psychology, 11, 523---537.
Graham, S. (1991). A review of attribution theory in achievement contexts. Education Psychology Review, 3, 5---39. http://dx.doi.org/10.1007/BF01323661
Härtel, C. E. J., Ashkanasy, N. M., & Zerbe, W. J. (2009). Emotions in Groups, Organizations, and Cultures. Bingly, UK: Emerald Group/JAI.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617---637. http://dx.doi.org/10.1177/0013164409355691
Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affect and social neuroscience to education. Mind, Brain, and Education, 1, 3---10. http://dx.doi.org/ 10.1111/j.1751-228X.2007.00004.x
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41. http:// dx.doi.org/10.1989/ejep.v7i1.150
James, L. J., Demaree, R. G., & Wolf, G. (1993). RWG: An assessment of within-group inter-rater agreement. Journal of Applied Psychology, 78, 306---309. http://dx.doi.org/ 10.1037/0021-9010.78.2.306
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491---525. http://dx.doi.org/10.3102/0034654308325693
Jordan, P. J., Ashkanasy, N. M., Härtel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12, 195---214. http://dx.doi.org/10.1016/S1053-4822
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54---78.
Lovat, T., & Toomey, R. (Eds.). (2009). Values education and quality teaching: The double helix effect. Dordrecht, The Netherlands: Springer.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3---31). New York, NY: Basic Books.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Education Psychology Review, 18, 377---390. http://dx.doi.org/ 10.1007/s10648-006-9032-1
Moos, R. H., & Trickett, E. J. (1974). Classroom environment scale manual (lst ed.). Palo Alto, CA: Consulting Psychologists Press.
Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Morgeson, F. P., & Hofmann, D. A. (1999). The structure and function of collective constructs: Implications for multilevel research and theory development. Academy of Management Review, 24, 249---265.
Morse, D. T. (1999). Minsize2: A computer program for determining effect size and minimum sample size for statistical significance for univariate, multivariate, and nonparametric tests. Educational and Psychological Measurement, 59, 518---531. http://dx.doi.org/10.1177/00131649921969901
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323---367.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 239---260). Dordrecht, The Netherlands: Springer.
Patrick, J., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105, 1521---1558. http://dx.doi.org/ 10.1111/1467-9620.00299
Pedrosa, I., Suárez-Álvarez, J., Lozano, L. M., Muñiz, J., & García Cueto, E. (2014). Assessing perceived emotional intelligence in adolescents: New validity evidence of Trait Meta-Mood Scale24. Journal of Psychoeducational Assessment, 32(8), 737---746. http://dx.doi.org/10.1177/0734282914539238
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313---331). Amsterdam, The Netherlands: Elsevier.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13---36). Amsterdam, The Netherlands: Elsevier.
Peres-Neto, P., Jackson, D., & Somers, K. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics Data Analysis, 49, 974---997. http://dx.doi.org/ 10.1016/j.csda.2004.06.015
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107---120. http://dx.doi.org/10.1989/ejep.v7i2.183
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161---180. http://dx.doi.org/10.1007/ s11218-007-9040-0
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in adolescent population: Psychometric properties of the Trait Meta Mood Scale. Social Behavior and Personality: An International Journal, 38, 1197---1210. http://dx.doi.org/10.2224/sbp. 2010.38.9.1197
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185---211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure and Health (pp. 125---151). Washington, DC: American Psychological Association.
Siegman, R. S., & Reynolds, M. (1982). Interviewer---interviewee nonverbal communications: An interactional approach. In M. Davis (Ed.), Interaction rhythms: Periodicity in communicative behavior (pp. 249---277). New York, NY: Human Sciences Press.
Smith, E. R., Seger, C. R., & Mackie, D. A. (2007). Can emotions be truly group level? Evidence regarding four conceptual criteria. Journal of Personality and Social Psychology, 93(3), 431---446.
Streiner, D., & Norman, G. (1989). Health Measurement Scales. A practical guide to their development and use. Oxford, UK: Oxford University Press.
Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327---358.
Totterdell, P., Kellet, S., Teuchmann, K., & Briner, R. B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1504---1515. http://dx.doi.org/ 10.1037//0022-3514.74.6.1504
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 71---95. http://dx.doi.org/10.1016/S0001-8791(03)00076-9
Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin, & E. Helmes (Eds.), Problems and solutions in human assessment: Honoring Douglas N. Jackson at seventy (pp. 41---71). New York, NY: Kluwer Academic/Plenum.
Wolff, S. B., Druskat, V. U., Koman, E. S., & Messer, T. E. (2006). The link between group emotional competence and group effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work: Current research evidence with individuals and groups (pp. 223---242). Mahway, NJ: LEA.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432---442. http://dx.doi.org/ 10.1037//0033-2909.99.3.432
Balluerka, N., Gómez, J., & Hidalgo, M. D. (2005). The controversy over null hypothesis significance testing revisited. Methodology, 1(2), 55---70. http://dx.doi.org/10.1027/1614-1881.1.2.55
Beilock, S. L., & Ramírez, G. (2011). On the interplay of emotion and cognitive control: Implications for enhancing academic achievement. In J. P. Mestre, & B. H. Ross (Eds.), Psychology of Learning and Motivation (Vol. 55) Psychology of learning and motivation: Cognition in education (pp. 137---169). http://dx.doi.org/10.1016/B978-0-12-387691-1.00005-3
Boekaerts, M. (2001). Context sensitivity: Activated motivational beliefs, current concerns and emotional arousal. In S. Volet, & S. Jarvela (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications (pp. 17---31). Amsterdam, The Netherlands: Pergamon.
Buff, A., Reusser, K., & Rakoczy, K. (2011). Activating positive affective experiences in the classroom: ‘‘Nice to have’’ or something more? Learning and Instruction, 21(3), 452---466. http://dx.doi. org/10.1016/j.learninstruc.2010.07.008
Castillo, R., Salguero, J. M., Fernández-Berrocal, P., & Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescents. Journal of Adolescence, 36, 883---892. http://dx.doi.org/10.1016/ j.adolescence.2013.07.001
Chan, D. (1998). Functional relations among constructs in the same content domain at different levels of analysis: A typology of composition models. Journal of Applied Psychology, 83, 234---246. http://dx.doi.org/10.1037//0021-9010.83.2.234
Csikszentmihalyi, M., & Csikszentmihalyi, I. S. (1988). Optimal experience: Psychological studies of flow in consciousness. Cambridge, UK: Cambridge University Press.
Druskat, V. U., & Wolff, S. B. (2001). Building the emotional intelligence of groups. Harvard Business Review, 3, 81---90.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of schoolbased universal interventions. Child Development, 82, 405---432. http://dx.doi.org/10.1111/j.1467-8624.2010.01564.x
Extremera, N., Salguero, J. M., Fernández-Berrocal, P., & Ruíz Aranda, D. (2009). Acercamientos actuales en la medición científica de la inteligencia emocional: algunas implicaciones de su uso en el ámbito laboral. In J. M. Augusto (Ed.), Estudios en el ámbito de la inteligencia emocional (pp. 175---198). Jaén, Spain: Huarte de San Juan, Psicología.
Fernández-Ballesteros, R., & Sierra, B. (1995). Escalas de Clima Social (FES, WES, CIES, CES). Madrid, Spain: TEA Ediciones.
Fernández-Berrocal, P., Extremera, N., & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait MetaMood Scale. Psychological Reports, 94, 751---755.
Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., et al. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment, 29(2), 150---159. http://dx.doi.org/10.1177/ 0734282910374707
Ford, M. E. (1992). Motivating humans: Goals, emotions, and personal agency beliefs. Newbury Park, CA: Sage.
Fultz, J., & Nielsen, M. E. (1993). Anticipated vicarious affect and willingness to be exposed to another’s suffering. Basic and Applied Social Psychology, 14(3), 273---283. http://dx.doi.org/ 10.1207/s15324834basp1403 2
Gorostiaga, A., Balluerka, N., Aritzeta, A., Haranburu, M., & Alonso-Arbiol, I. (2011). Measuring perceived emotional intelligence in adolescent population: Validation of the Short Trait Meta-Mood Scale (TMMS-23). International Journal of Clinical and Health Psychology, 11, 523---537.
Graham, S. (1991). A review of attribution theory in achievement contexts. Education Psychology Review, 3, 5---39. http://dx.doi.org/10.1007/BF01323661
Härtel, C. E. J., Ashkanasy, N. M., & Zerbe, W. J. (2009). Emotions in Groups, Organizations, and Cultures. Bingly, UK: Emerald Group/JAI.
Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: A systematic review. Educational and Psychological Measurement, 71(4), 617---637. http://dx.doi.org/10.1177/0013164409355691
Immordino-Yang, M., & Damasio, A. (2007). We feel, therefore we learn: The relevance of affect and social neuroscience to education. Mind, Brain, and Education, 1, 3---10. http://dx.doi.org/ 10.1111/j.1751-228X.2007.00004.x
Inglés, C. J., Torregrosa, M. S., García-Fernández, J. M., Martínez-Monteagudo, M. C., Estévez, E., & Delgado, B. (2014). Conducta agresiva e inteligencia emocional en la adolescencia. European Journal of Education and Psychology, 7(1), 29---41. http:// dx.doi.org/10.1989/ejep.v7i1.150
James, L. J., Demaree, R. G., & Wolf, G. (1993). RWG: An assessment of within-group inter-rater agreement. Journal of Applied Psychology, 78, 306---309. http://dx.doi.org/ 10.1037/0021-9010.78.2.306
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491---525. http://dx.doi.org/10.3102/0034654308325693
Jordan, P. J., Ashkanasy, N. M., Härtel, C. E. J., & Hooper, G. S. (2002). Workgroup emotional intelligence scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12, 195---214. http://dx.doi.org/10.1016/S1053-4822
Joseph, D. L., & Newman, D. A. (2010). Emotional intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54---78.
Lovat, T., & Toomey, R. (Eds.). (2009). Values education and quality teaching: The double helix effect. Dordrecht, The Netherlands: Springer.
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3---31). New York, NY: Basic Books.
Meyer, D. K., & Turner, J. C. (2006). Re-conceptualizing emotion and motivation to learn in classroom contexts. Education Psychology Review, 18, 377---390. http://dx.doi.org/ 10.1007/s10648-006-9032-1
Moos, R. H., & Trickett, E. J. (1974). Classroom environment scale manual (lst ed.). Palo Alto, CA: Consulting Psychologists Press.
Moos, R. H., & Trickett, E. J. (1987). Classroom environment scale manual (2nd ed.). Palo Alto, CA: Consulting Psychologists Press.
Morgeson, F. P., & Hofmann, D. A. (1999). The structure and function of collective constructs: Implications for multilevel research and theory development. Academy of Management Review, 24, 249---265.
Morse, D. T. (1999). Minsize2: A computer program for determining effect size and minimum sample size for statistical significance for univariate, multivariate, and nonparametric tests. Educational and Psychological Measurement, 59, 518---531. http://dx.doi.org/10.1177/00131649921969901
Nunnally, J. C., & Bernstein, I. H. (1994). Psychometric theory (3rd ed.). New York, NY: McGraw-Hill.
Osterman, K. F. (2000). Students’ need for belonging in the school community. Review of Educational Research, 70, 323---367.
Osterman, K. F. (2010). Teacher practice and students’ sense of belonging. In T. Lovat, R. Toomey, & N. Clement (Eds.), International Research Handbook on Values Education and Student Wellbeing (pp. 239---260). Dordrecht, The Netherlands: Springer.
Patrick, J., Turner, J. C., Meyer, D. K., & Midgley, C. (2003). How teachers establish psychological environments during the first days of school: Associations with avoidance in mathematics. Teachers College Record, 105, 1521---1558. http://dx.doi.org/ 10.1111/1467-9620.00299
Pedrosa, I., Suárez-Álvarez, J., Lozano, L. M., Muñiz, J., & García Cueto, E. (2014). Assessing perceived emotional intelligence in adolescents: New validity evidence of Trait Meta-Mood Scale24. Journal of Psychoeducational Assessment, 32(8), 737---746. http://dx.doi.org/10.1177/0734282914539238
Pekrun, R., & Schutz, P. A. (2007). Where do we go from here? Implications and future directions for inquiry on emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 313---331). Amsterdam, The Netherlands: Elsevier.
Pekrun, R., Frenzel, A. C., Goetz, T., & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In P. A. Schutz, & R. Pekrun (Eds.), Emotion in education (pp. 13---36). Amsterdam, The Netherlands: Elsevier.
Peres-Neto, P., Jackson, D., & Somers, K. (2005). How many principal components? Stopping rules for determining the number of non-trivial axes revisited. Computational Statistics Data Analysis, 49, 974---997. http://dx.doi.org/ 10.1016/j.csda.2004.06.015
Rodríguez, S., Regueiro, B., Blas, R., Valle, A., Piñeiro, I., & Cerezo, R. (2014). Teacher self-efficacy and its relationship with students’ affective and motivational variables in higher education. European Journal of Education and Psychology, 7(2), 107---120. http://dx.doi.org/10.1989/ejep.v7i2.183
Ruthig, J. C., Perry, R. P., Hladkyj, S., Hall, N. C., Pekrun, R., & Chipperfield, J. G. (2008). Perceived control and emotions: Interactive effects on performance in achievement settings. Social Psychology of Education, 11, 161---180. http://dx.doi.org/10.1007/ s11218-007-9040-0
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in adolescent population: Psychometric properties of the Trait Meta Mood Scale. Social Behavior and Personality: An International Journal, 38, 1197---1210. http://dx.doi.org/10.2224/sbp. 2010.38.9.1197
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition, and Personality, 9, 185---211.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure and Health (pp. 125---151). Washington, DC: American Psychological Association.
Siegman, R. S., & Reynolds, M. (1982). Interviewer---interviewee nonverbal communications: An interactional approach. In M. Davis (Ed.), Interaction rhythms: Periodicity in communicative behavior (pp. 249---277). New York, NY: Human Sciences Press.
Smith, E. R., Seger, C. R., & Mackie, D. A. (2007). Can emotions be truly group level? Evidence regarding four conceptual criteria. Journal of Personality and Social Psychology, 93(3), 431---446.
Streiner, D., & Norman, G. (1989). Health Measurement Scales. A practical guide to their development and use. Oxford, UK: Oxford University Press.
Sutton, R., & Wheatley, K. (2003). Teachers’ emotions and teaching: A review of the literature and directions for future research. Educational Psychology Review, 15, 327---358.
Totterdell, P., Kellet, S., Teuchmann, K., & Briner, R. B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1504---1515. http://dx.doi.org/ 10.1037//0022-3514.74.6.1504
Van Rooy, D. L., & Viswesvaran, C. (2004). Emotional intelligence: A meta-analytic investigation of predictive validity and nomological net. Journal of Vocational Behavior, 65, 71---95. http://dx.doi.org/10.1016/S0001-8791(03)00076-9
Velicer, W. F., Eaton, C. A., & Fava, J. L. (2000). Construct explication through factor or component analysis: A review and evaluation of alternative procedures for determining the number of factors or components. In R. D. Goffin, & E. Helmes (Eds.), Problems and solutions in human assessment: Honoring Douglas N. Jackson at seventy (pp. 41---71). New York, NY: Kluwer Academic/Plenum.
Wolff, S. B., Druskat, V. U., Koman, E. S., & Messer, T. E. (2006). The link between group emotional competence and group effectiveness. In V. U. Druskat, F. Sala, & G. Mount (Eds.), Linking emotional intelligence and performance at work: Current research evidence with individuals and groups (pp. 223---242). Mahway, NJ: LEA.
Zwick, W. R., & Velicer, W. F. (1986). Comparison of five rules for determining the number of components to retain. Psychological Bulletin, 99, 432---442. http://dx.doi.org/ 10.1037//0033-2909.99.3.432