Competencias emocionales y rendimiento académico en Centros de Educación Primaria de la Red Extremeña de Escuelas de Inteligencia Emocional

Content Provider	Semantic Scholar
Author	Rodríguez, Pedrera Inmaculada, María
Copyright Year	2017
Abstract	espanolLa Red Extremena de Escuelas de Inteligencia Emocional es una Red de centros publicos, no universitarios, de la Comunidad Autonoma de Extremadura, con interes en desarrollar acciones relacionadas con la Inteligencia emocional, a fin de proporcionar a la Comunidad educativa de dichos centros los medios necesarios para desarrollar Competencias sociales y emocionales en su alumnado que les faciliten una optima convivencia y exito academico, ofreciendo calidad al proceso educativo. Nuestra investigacion pretende analizar la relacion existente entre la adquisicion de Competencias emocionales y el rendimiento academico del alumnado beneficiario de acciones planificadas y sistematizadas en competencias afectivas. Para ello se ha estudiado al alumnado de quinto y sexto curso de seis Centros de Educacion Primaria pertenecientes a la Red, donde a traves de un enfoque cuantitativo establecemos la relacion entre los perfiles competenciales de los estudiantes con sus perfiles academicos. Los instrumentos utilizados han sido el TMMS-24 (Trait Meta Mood Scale, version reducida) desarrollada en Espana por Fernandez-Berrocal, Extremera y Ramos (2004), en base al instrumento original de Mayer, Salovey, Goldman, Turvey y Palfai (1995); el EQi:Yv , (Emotional Quotient Inventory, version para jovenes) de Bar-On y Parker (2000) validado para la poblacion adolescente espanola por Ferrando (2006); y las calificaciones academicas de los estudiantes de la muestra. Se concluye la existencia de una relacion entre las Competencias emocionales y el rendimiento academico del alumnado. EnglishExtremena Network of Emotional Intelligence Schools is a network of public non-university centers of the Autonomous Community of Extremadura, with interest in developing actions related to emotional intelligence, in order to provide the educational community of these centers with the necessary means to develop social and emotional competences in their students that facilitate an optimal coexistence and academic success, offering quality to the educational process. Our research aims to analyze the relationship between the acquisition of Emotional Competences and the academic performance of the beneficiary students of actions planned and systematized in affective competences. To this end, we have studied the students of the fifth and sixth courses of six Primary Education Centers belonging to the Network, where through a quantitative approach we establish the relationship between the competiences profiles of students and their academic profiles. The instruments used were the TMMS-24 (Trait Meta Mood Scale, reduced version) developed in Spain by Fernandez-Berrocal, Extremera and Ramos (2004), based on the original instrument of Mayer, Salovey, Goldman, Turvey and Palfai); The EQi:Yv, (Emotional Quotient Inventory, young version) of Bar-On and Parker (2000) validated for the Spanish adolescent population by Ferrando (2006); And the academic qualifications of the students in the sample. We conclude the existence of a relationship between the Emotional Competences and the academic performance of the students.
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Language	English
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Resource Type	Article