La enseñanza y el fortalecimiento de la Inteligencia Emocional en estudiantes adolescentes y su covariación con el rendimiento matemático

  1. Bueno Villaverde , Ángeles 1
  2. Pérez Sánchez, Luz Florinda 1
  3. Zambrano Vacacela, Luis Leonardo 2
  1. 1 Universidad Camilo José Cela
    info

    Universidad Camilo José Cela

    Villanueva de la Cañada, España

    ROR https://ror.org/03f6h9044

  2. 2 Universidad Nacional de Educación
Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2022

Issue Title: 1 de diciembre de 2022

Volume: 20

Issue: 58

Pages: 661-682

Type: Article

DOI: 10.25115/EJREP.V20I58.6254 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

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Abstract

Introduction:  The aim of this research is to contrast the results of the application of a model that strength-ens emotional intelligence through training to adolescent students between two study groups to demonstrate their impact on the teaching process-learning Method:  The study is based on the quantitative approach type Quasi-experimental with exploratory scope in which participated 297 adolescents aged 12 to 16 years from five educational insti-tutions organized into control and experimental groups. The instrument used was the BarOn Emotional Intelligence Inventory: version for young people (7-18) years old Results: The descriptive analysis shows that there are improvements in the five variables of the ex-perimental group, while in the control group there is a decrease in three variables and in two there is a small increase. In the analysis, the ANCOVA test was used to decrease heterogene-ity and the mean in mathematics as a covariate. The results of intragroup effects and interac-tion between groups confirm that there are significant differences for all variables of the experimental group in the post-test Discussion or Conclusion: With these findings, this study makes a contribution to the field of education by verifying that the teacher can strengthen all the variables related to emotional intelligence in students from their own classroom, it is only enough to have a model with methodological orienta-tions to run the process. In addition, it should be noted that increasing the level of the varia-bles of intrapersonality, interpersonality, adaptability, stress management and state of mind positively influences the well-being of students and their performance.

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