Search

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of REMIE - Multidisciplinary Journal of Educational Research is the property of Hipatia Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The importance of supporting students' emotional development is increasingly apparent in education, especially in secondary education. In this stage, adolescents experience a variety of changes and needs that require training and emotional support. However, in order to be able to implement effective educational programmes that promote emotional development, it is essential to know the level of emotional competence of students, and assessment instruments that can appropriately evaluate this competence are needed for this purpose. This paper presents the validation of the emotional development questionnaire for secondary school students (CDE-SEC). A sample of 1296 students from years one to four of compulsory secondary education from different schools in Spain was used, although partial samples were used for specific analyses. Several studies were carried out to demonstrate the internal consistency and validity of the instrument: calculation of the reliability coefficient, confirmatory factor analysis, and the correlation of the CDE-SEC with recognised measures of emotional intelligence, personality, adjustment difficulties, social behaviour, and self-esteem. In addition, a regression study was used to calculate the incremental validity. The results indicate that the CDESEC is a theoretically well-founded questionnaire with good psychometric characteristics. In short, it is considered to be an optimal tool for assessing the emotional competence of secondary school students and evaluating the effectiveness of educational programmes to promote personal, emotional, and social development. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Complutense de Educación is the property of Universidad Complutense de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Actualmente, se percibe un incremento de publicaciones sobre programas de formación socioemocional, justificado en que implican una mejora en el bienestar docente y la creación de entornos de aprendizaje de mayor calidad. Los objetivos de este estudio fueron, por un lado, estudiar las características y eficacia de los programas de entrenamiento socioemocional implementados para la formación inicial y permanente del profesorado de Infantil y Primaria; y por otro, evaluar la calidad metodológica de los estudios inclusos en la revisión. La revisión sistemática informó sobre 20 estudios publicados entre 2010 y 2021, partiendo de una búsqueda inicial de 721 registros en Scopus y Web of Science. Consecuentemente, la representación en la literatura científica de los programas formativos emocionales en el ámbito docente es todavía reducida. Además, existe una gran variedad terminológica de las variables de los programas y vacíos de calidad metodológica que dificulta la difusión y generalización de resultados. Se pone de manifiesto la necesidad de implementar un modelo de programa de formación socioemocional para docentes en ejercicio y formación que incluya la gestión del estrés, el bienestar laboral y la regulación emocional como variables necesarias, así como la evaluación de los programas con variedad de instrumentos.

O setor público representa uma área essencial para o pleno desenvolvimento e atendimento das necessidades da sociedade, mas apresenta desafios relacionados à qualidade de vida dos profissionais que nele atuam, o que se relaciona com suas competências emocionais para o exercício de suas tarefas. Dada esta conjuntura, o objetivo deste estudo é abordar a relevância dos benefícios que a inteligência emocional pode propiciar ao ambiente organizacional, bem como apurar e analisar o nível da competência emocional dos profissionais que atuam no setor público e os impactos que podem ser gerados na sua produtividade. Para uma análise mais ampla, de teor quali-quantitativo, a pesquisa desenvolveu-se por meio dos métodos bibliográfico, exploratório e de campo, com a aplicação de um questionário composto por 12 questões associadas aos aspectos da inteligência emocional no contexto organizacional para profissionais que exercem atividades na esfera pública. Com base nos resultados obtidos, pôde-se evidenciar os pontos fortes e características a serem desenvolvidas do público analisado perante a realidade sobre suas capacidades implícitas à inteligência emocional.

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

El presente artículo tiene como objetivo presentar el proceso de diseño y validación de un cuestionario que recoge información del nivel de logro de la competencia emocional en niños, a partir de un análisis cualitativo y cuantitativo. Se presenta, la construcción, validez y confiabilidad del Cuestionario de autovaloración de la Competencia Emocional para niños que evalúa cinco dimensiones: Conciencia emocional, regulación emocional, autonomía emocional, habilidades socioemocionales, y habilidades de vida y bienestar. La construcción del instrumento ha considerado los siguientes procesos: Definición conceptual y operacional del constructo, elaboración de los ítems, análisis de la validez de contenido mediante juicio de expertos, análisis de confiabilidad del instrumento. Los resultados muestran evidencias satisfactorias con relación a la validez de contenido y confiabilidad, lo que convierte en una herramienta valiosa para ser utilizado por diversos investigadores.

Copyright of Revista Lusofona de Educacao is the property of Universidade Lusofona de Humanidades e Tecnologias, CEIEF and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introdução: As emoções ocupam um papel fundamental e determinante no desenvolvimento da competência emocional dos enfermeiros, ao longo da vida académica e profissional. Perante este desafio, os enfermeiros percecionam a sua conduta baseando-se nos sentimentos e emoções, dado que, estão sempre envolvidos na dualidade cuidar/ser cuidado, em função da complexidade em que a pessoa com doença se encontra. Objetivos: Caraterizar as variáveis sociodemográficas da população em estudo e analisar a compe tência emocional dos enfermeiros. Material e Métodos: Estudo exploratório-descritivo, abordagem quantitativa, desenvolvido nos serviços de medicina de um hospital do norte de Portugal. Colheita de dados (junho 2022) através de um questionário em formato de papel, com um código atribuído aleatoriamente, para assegurar a confidencialidade, anonimato/sigilo dos dados. Foi utilizada a Escala Veiga da Competência Emocional (EVCE), autorizada pela autora, traduzida/validada para população portuguesa. Obteve-se uma amostra não probabilística de 45 enfermeiros que preencheram consentimento informado, sendo critérios inclusão: enfermeiros em situação laboral ativa e no cuidado direto à pessoa com doença crónica. Tratamento e análise de dados através da estatística descritiva e inferencial (testes não paramétricos) com recurso ao Software SPSS-27.0. Resultados: Maioritariamente os enfermeiros eram do sexo feminino (n=35; 77,78%), com idades compreendidas entre os 26-55 anos. Similarmente na maioria, possuíam licenciatura (60,4%) e 37,0% apresentava especialidade em enfermagem. Questões relacionadas com a situação profissional: 94% dos participantes gostam do seu local trabalho, 79% consideram que o seu chefe reconhece o seu trabalho, 28% acham que as suas ideias não são escutadas/reconhecidas e, 72% sentem-se realizados profissionalmente. Relativamente ao grau de importância atribuído às questões da situação profissional, foi considerado, muito importante a “estabilidade emocional na relação com os outros e na prestação de cuidados”; e, como bastante importante a “relação com a pessoa doente/estabilidade emocional”. O sexo feminino perceciona-se “frequentemente” empático na prestação de cuidados. Os enfermeiros especialistas também se perspetivam como profissionais empáticos, quando comparados com os enfermeiros de cuidados gerais. Conclusões: Apesar da amostra ser pouco representativa, verificou-se que os enfermeiros, nomeadamente do sexo feminino, e com mais habilitações académicas consideram muito importante a estabilidade emocional na prestação de cuidados. Sugerem-se investigações com amostras mais amplas para obter resultados mais robustos.

El Trastorno del Espectro Autista (TEA) se incluye en el gran grupo de los Trastornos del Neurodesarrollo y se caracteriza por déficits persistentes en la interacción y la comunicación sociales recíproca, y por patrones comportamentales, intereses o actividades restrictivos y repetitivos. Los individuos con este diagnóstico enfrentan cotidianamente dificultades de integración social y en su desempeño académico, debido a los problemas conductuales y dificultades socioemocionales manifestadas. Hoy se sabe que dichas dificultades tienen una base neurobiológica, ancorada en alteraciones anatómicas y funcionales en determinadas conexiones y áreas cerebrales. Así, teniendo en consideración los aportes desde la neuroeducación, se aplicó el SDQ-Por al alumnado con TEA de una escuela portuguesa para determinar sus dificultades y capacidades. Los resultados indican, principalmente, dificultades en el componente emocional, la hiperactividad, y los problemas con los pares. Con el intuito de superar estas dificultades, se diseñó un programa de intervención basado en la promoción de competencias socioemocionales. La intervención basada en la neurociencia proporciona, así, un medio innovador para mejorar la educación de las personas con TEA, además, la validación del programa por expertos evidencia la valía de incluir estos programas en los currículos escolares del alumnado diagnosticado con TEA.

Emotional competencies in the current post-pandemic education has become a challenge in the educational context to appease the confinement demotivation and connectivity inequalities that have affected students' learning after the pandemic - Covid 19. In this sense, the objective has been established to describe the conceptualizations of emotional competencies, their importance and benefits in the current educational context that will allow us to deepen its importance for the development of a comprehensive education. For this purpose, a systematic review was carried out, finding 44 articles that were filtered with the PRISMA methodology, considering the relevance and the field of study, excluding 13 articles that were distant from the educational context and 14 articles that presented duplicity. Only 17 articles were synthesized, which allowed us to expand and filter information from high impact journals such as. Scielo 5 (29.4%), Redalyc 6 (35%), Conicet 1 (5.8%), Dialnet 5 (29.4%). This determines that the development of socioemotional competencies are capacities that every human being possesses, and that are developed during the whole life process and that is transcendental in the educational process, emotional competencies are a mediator between personal and social wellbeing, in the educational process the development of emotions is indispensable for the connection with learning. [ABSTRACT FROM AUTHOR]

O cuidar baseado nos conhecimentos científicos, do desenvolvimento de estratégias relacionais e de atitudes, bem como do desenvolvimento de um conjunto de capacidades que interagem entre si, permite ao Enfermeiro Especialista em Saúde Mental e Psiquiatria, construir relações interpessoais num ambiente afetivo estável proporcionando ao doente um cuidado diferente e peculiar. O objetivo deste estudo foi conhecer o perfil de Competência Emocional (CE) de Enfermeiros Especialistas em Saúde Mental e Psiquiatria (EESMP). A metodologia foi quantitativa tendo sido usado um questionário adaptado para esta investigação. A amostra foi do tipo bola de neve e incluiu 32 participantes, sendo maioritariamente do sexo feminino (n=26; 81,3%), com média de idades de 40 anos. Os dados foram analisados com o programa SPSS, tendo sido aplicados testes paramétricos e não paramétricos. Verificou-se que não existe relações entre as variáveis sociodemográficas e a CE. Com a variável, tempo médio diário de contacto com pessoas diagnosticadas com doença mental, obtiveram-se diferenças estatisticamente significativas na dimensão Empatia. Em relação aos determinantes da CE, confirmou-se que todas as capacidades são preditivas da mesma e que os enfermeiros especialistas apresentavam níveis moderados de CE nas suas cinco vertentes e globalmente. A dimensão “Autoconsciência”, apresentou alto nível de CE.

Copyright of Revista Educa UMCH is the property of Universidad Marcelino Champagnat and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Hojas y Hablas is the property of Fundacion Universitaria Monserrate - Unimonserrate and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Las emociones fundamentan un papel muy relevante en las personas, pues están presentes en sus vidas desde su nacimiento, siendo un pilar insustituible en la formación de la personalidad, del aprendizaje, así como del desarrollo integral y social. De ahí la importancia de la existencia de docentes que favorezcan el desarrollo intelectual, social, moral y afectivo de los alumnos, desde edades bien tempranas, es decir que el acto de enseñar vaya más allá de transmitir conocimientos dirigidos a alcanzar un máximo desarrollo cognitivo e intelectual en el niño, sino que también transmitir actitudes y habilidades emocionales en las diferentes etapas educativas. El presente trabajo fin de grado se ha elaborado con el fin principal de diseñar una propuesta educativa, con el objetivo de trabajar las competencias emocionales, mediante una metodología atractiva a la par de lúdica llamada gamificación, orientada a la enseñanza de la educación primaria.

O objetivo deste estudo é analisar como o uso combinado de jogos analógicos e digitais, em contextos educacionais, pode contribuir para o aprimoramento do controle inibitório e das emoções das crianças. Realizou-se um estudo de campo com metodologia quase-experimental, tendo uma amostra por conveniência de 33 crianças que compuseram dois grupos. O grupo experimental participou de intervenções pautadas no uso de jogos de tabuleiro e digitais por seis semanas. A coleta pautou-se na observação das intervenções e na aplicação de testes e tarefas (pré e pós). As análises dos dados observaram a estatística descritiva e o cálculo do tamanho do efeito. Os resultados indicaram que o uso de jogo colaborativo multiplayer aumentou o engajamento e a organização em duplas favoreceu a colaboração. Observou-se um melhor desempenho do grupo experimental na tarefa do Efeito Stroop, porém na escala de autocontrole e na identificação das emoções não se verificou diferença.

A vivência do cuidar da população reclusa, desenvolve-se num ambiente com características específicas, despertando nos enfermeiros sentimentos por vezes ambivalentes que estes necessitam ter a capacidade para gerir. Esta gestão, necessita do desenvolvimento de um conjunto de competências e recursos que dizem respeito à Competência Emocional. O objetivo geral deste estudo foi conhecer o perfil de competência emocional dos enfermeiros em contexto prisional e os objetivos específicos foram: apresentar as variáveis sociodemográficas da amostra, conhecer a relação entre variáveis sociodemográficas e profissionais e o perfil de competência emocional dos enfermeiros em contexto prisional. O estudo é do tipo quantitativo, de carácter descritivo e analítico. Teve como critérios de inclusão enfermeiros que trabalhavam no momento nos Estabelecimentos Prisionais do Porto, Santa Cruz do Bispo e Paços de Ferreira. O instrumento de recolha de dados foi um questionário que se encontra dividido em duas partes. A primeira parte era composta por questões que contemplam variáveis sociodemográficas e profissionais e a segunda parte foi composta pela “Escala Veiga de CE” (EVCE) (Veiga-Branco,1999). A amostra deste estudo foi constituída por 17 enfermeiros, na sua maioria do sexo feminino (52.9%). A grande maioria exercia funções no estabelecimento prisional do Porto (76.5%). Verificou-se existir relação entre a variável sociodemográfica estado civil e a dimensão Automotivação. Com a variável, tempo médio diário de contacto com reclusos também se obtiveram diferenças estatisticamente significativas nas dimensões Autoconsciência, Automotivação e Competência Emocional Global. A satisfação profissional também apresentou diferenças estatisticamente significativas em todas as variáveis dependentes, exceto na Automotivação e na Empatia. Em relação aos determinantes da Competência Emocional, confirmou-se que todas as dimensões são preditivas da mesma e que os enfermeiros apresentam níveis moderados de competência emocional nas suas cinco vertentes e globalmente. A dimensão “Autoconsciência”, apresentou alto nível de Competência emocional.

The sustainable emerging market has particular requirements; therefore, it demands technical and generic competencies, which are not necessarily specified in the translation English Spanish with a concentration in International Business graduation profile. These competencies may be inefficient in markets based on sustainable development (based on the 17 sustainable development objectives of the United Nations Group for the Development of Latin America and the Caribbean), and its projections as well. Acknowledging this, a potential point of convergence glimpses, which is composed by the confluence between reality and projections. This is represented by a concrete objective: to analyze the projected requirements up to 2030, which call upon the translator to develop competencies on behalf of markets based on sustainable development. This research employs a qualitative approach, a non-experimental design, a scope contemplating its nature, exploratory and, considering its variables, correlational (the requirements of markets based on the projections of sustainable development until 2030 [independent variable] and the competencies of the translator under consideration [dependent variable]). The sample is divided into four categories: businesspeople, administrators, translation academics in Chile, last-semester-translation students and former alumni of the program at issue (consider these two last ones as a single category). To present the competencies, a square model is used. On the one hand, translation, edition, terminology, and projects compose the technical model. On the other hand, labor neutrality, leading processes, multidisciplinary work, and emotional competence integrate the generic model. In fact, the conclusions were, first, that former alumni of the mentioned programme possess the skills demanded by this type of emerging market and, second, that it is convenient to develop a multidisciplinary work for subsequent studies. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Contexto e Objetivo: A complexidade associada aos cuidados de saúde exige que os profissionais mobilizem diferentes tipos de competências. Dentro destas, a competência emocional assume-se como um fator de proteção em situações de elevado stress laboral. Adicionalmente, este tipo de competência encontra-se positivamente associada a outras como a empatia, a resiliência, o suporte social, a satisfação laboral e o cuidar, que constituem elementos essenciais no desempenho profissional dos profissionais de saúde. Assim, este estudo procurou compreender a competência emocional e o seu papel na gestão de situações complexas, na adaptação ao contexto de trabalho e no cuidado à pessoa com doença coronária. Método: O estudo seguiu uma abordagem qualitativa, tendo como referencial teórico-metodológico o estudo de caso explicativo. Participaram cinco profissionais de saúde (4 enfermeiros e um médico) de uma unidade de cuidados coronários de um hospital da região norte de Portugal. Para a recolha de dados optou-se pela realização de um focus group, em fevereiro de 2021. Os resultados foram analisados tendo em consideração os pressupostos de análise de dados qualitativos propostos por Bardin. Resultados: As narrativas destes profissionais deixaram transparecer a complexidade da tarefa laboral, as emoções com que preenchem a jornada de trabalho e o seu papel em momentos cruciais de tomada de decisão. Todos os participantes referiram a necessidade de se desenvolverem iniciativas que promovam o desenvolvimento de diferentes tipos de competências. Conclusão: Este estudo possibilitou aceder a vivências dos profissionais de saúde numa época de grandes desafios devido à pandemia. As narrativas partilhadas possibilitaram a identificação de áreas de maior vulnerabilidade e fragilidade que caracterizam o contexto profissional onde estes participantes atuam.

Emotional and creative competences are key for life and are acquired in contact with socialization agents. Emotional competences assessment is better done from a multidimensional 360 degree evaluation model. This study analyses the psychometric qualities of an instrument based on this model to assess students' emotional and creative competences by their teachers. In this study 230 Primary school teachers valued 2,540 public school's children in the Canary Islands. Factor validity was checked and factor structure was replicated in the main sample and the two sub-samples analysed. A high internal consistency was observed in this instrument. The study substantiates this as a rigorous instrument for teachers to asses their students' emotional and creative competences in an easy, reliable, and valid way, and which is further adapted to the school reality. [ABSTRACT FROM AUTHOR]

The aim of this study was to explore the developmental pattern of basic emotion understanding in children aged 3 to 5 years. We know that children identify first facial expressions and understand later the causes of emotions, but are emotions understood at the same time, at the same developmental moment? To carry out this study, a group of 103 boys and girls between the ages of 3 and 5 were evaluated longitudinally. Through the Test of Emotion Comprehension (TEC) identification and causality of four basic emotions – sadness, joy, anger, and fear – were tested over three years. The results, according to previous studies, confirmed the hierarchical structure of these two components, being the identification of the facial expression the first component acquired and the understanding of the cause of the emotion the second component. In addition, it was observed that the understanding of these four emotions does not occur synchronously. For example, the cause of fear is reasonably well understood at the age of three, while the cause of anger seems to be understood later. In addition to deepening the developmental pattern of emotion knowledge, such results could help educators and clinicians to adjust educational programs aimed at improving knowledge and socio-emotional competence in children of this educational stage. [ABSTRACT FROM AUTHOR]

Copyright of Páginas de la Educación is the property of Universidad Catolica del Uruguay Damaso Antonio Larranaga and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The current education theories pleads for a formation centred on the acquisition of competitions, skills and capacities. Inside these they would find the components of the Emotional Intelligence. The importance of investigating and gender the differences visible in the Emotional Competitions man and women it’s transcendental in the educational area since this allows to carry out an education that compensates the inequality whom the educational system and the not formal education have submitted to the different gender. The following document presents a theoretical proposal about the basic educational aspects that the Emotional Coeducation programs should incorporated, clarifying the differences in Primary Education and Secondary Education. The curricular aspects proposed are developed starting from investigations of emotional intelligence and emotional competencies whihc includes gender.

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Objetivo. Estudiar las relaciones entre variables de ajuste personal y las conductas disruptivas en un grupo de 136 alumnos y alumnas de primaria de entre 9 y 12 años. Método. Estudio de campo observacional, de metodología no experimental y transversal. Se utilizaron varios cuestionarios para medir la autoestima, la personalidad, el estrés y las competencias emocionales de los y las estudiantes, así como un cuestionario ad hoc elaborado para el registro de las conductas disruptivas. Resultados. Los resultados indican relaciones significativas positivas entre conductas disruptivas y estrés escolar, así como negativas con autoestima, estabilidad, competencia y comprensión emocional. Las diferencias son significativas según el género, manifestándose las conductas inadecuadas en menor medida en el caso de las niñas.

El potencial de las emociones puede considerarse y ampliarse en la medida que se atiendan aspectos ambientales con repercusión en las emociones y sentimientos de los estudiantes. El proceso educativo no solamente se debe basar en los aspectos cognitivos y conductuales, sino además en la educación emocional a través de la conciencia, control y motivación como pilares para la vinculación social idónea, éstos nexos y redes permiten a los educandos fortalecer su desempeño educativo y los prepara para el desempeño profesional en escenarios de trabajo cooperativo, toma de decisiones, interdependencia y nivel de discernimiento ante situaciones que vinculan emociones de otros sujetos en una actividad profesional o personal.

Copyright of Aula Abierta. Revista de Investigación, Formación e Innovación en Educación (RIFIE) is the property of Universidad de Oviedo, Servicio de Publicaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction: Emotional Intelligence (EI) is the ability to perceive, assimilate and regulate one's own emotions, as well as to know how to act when there is a problem affecting the relationship of students, interns or nurses with patients. Objective: To identify EI levels in undergraduate nursing students in 2017. Materials and Methods: A descriptive quantitative cross-sectional study was conducted with 90 undergraduate nursing students in Mexico City. Six scales were applied (EIS-25, GHQ-12, PANAS, EES, MBI-SS and UWES-S). Pearson's chi-squared test and Fisher's exact test were also applied. Results: 13.3%(12) have adequate levels of EI, from which 100%(12) are satisfied with their studies, compared to 60.25%(47) in those with lower EI (p=0.007). Age, academic term, gender, class hours and degree reported a p-value of >0.203. Discussion: Similar results were obtained to those of the University of Veracruz, Mexico which revealed that a lower EI has an effect on health and alterations in emotional well-being. The study found out that nursing education has traditionally focused on skills, competencies, aptitudes and intellectual measurement rather than EI. Conclusions: EI in undergraduate nursing students has high emotional demands so authorities should make efforts to implement study programs that include strategies promoting EI development more than just intellectual development. [ABSTRACT FROM AUTHOR]

Copyright of 3C Empresa is the property of Area de Innovacion y Desarrollo, SL and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The aim of this investigation was twofold: on the one hand, to know the relationships between REMIND (relaxation, meditation, and mindfulness), emotional competence (EC), and academic performance (AP) in adolescents, and, on the other hand, to analyze whether EC plays the role of mediator between REMIND and AP. The sample was made up of 1 120 secondary and high school students with a mean age of 14.27 (SD = 1.64), of which 51.96% were females. In addition to the correlations between variables, the statistical analysis checked the variables' adequacy in each proposed structural equation model. Measurement models were first calculated, and then SEM models were obtained. The results showed good relationships between variables and acceptable adjustment indicators for measurement models. Likewise, in the global model, EC also appears as a mediator between REMIND and AP. It is shown that the influences on academic performance exerted by the practice of mindfulness in the analyzed models are indirect, through emotional competences. In conclusion, the advisability of teachers exercising mindfulness programs or at least relaxation exercises in the classroom to enhance students' emotional competencies and improve their academic performance is highlighted. [ABSTRACT FROM AUTHOR]

The current education theories pleads for a formation centred on the acquisition of competitions, skills and capacities. Inside these they would find the components of the Emotional Intelligence. The importance of investigating and gender the differences visible in the Emotional Competitions man and women it’s transcendental in the educational area since this allows to carry out an education that compensates the inequality whom the educational system and the not formal education have submitted to the different gender. The following document presents a theoretical proposal about the basic educational aspects that the Emotional Coeducation programs should incorporated, clarifying the differences in Primary Education and Secondary Education. The curricular aspects proposed are developed starting from investigations of emotional intelligence and emotional competencies whihc includes gender. [ABSTRACT FROM AUTHOR]

Esta investigación muestra la relación existente entre competencia emocional, bienestar personal y estilo educativo, entendiendo estos aspectos como esenciales a la hora de promover procesos de mejora en la escuela, y señalando la importancia de la formación docente en educación emocional. Ya que un profesor emocionalmente competente presentará un mayor bienestar personal y optará por un estilo educativo asertivo. Gestionar las emociones y el bienestar personal se convierte en un elemento básico para favorecer el desarrollo integral del alumno, un elemento clave para trabajar con los futuros docentes en su formación inicial (Bisquerra, 2007; López-Goñi y Goñi, 2012) aunque en la práctica ocupa un segundo plano dentro del conjunto de las competencias docentes. En esta investigación participaron 230 profesores, completaron cuestionarios sobre competencia emocional, bienestar y estilos educativos. Los resultados muestran, mayoritariamente, que aquellos docentes que tienen alta puntuación en competencia emocional, la adquieren también en bienestar personal y además son aquellos con estilo asertivo. Todo ello confirma que aquellos docentes con mayor competencia emocional disfrutan igualmente de un mayor bienestar personal, y esto correlaciona con su perfil docente y estilo educativo, y por lo tanto en el proceso de enseñanza/aprendizaje y los agentes implicados.

A growing body of research focuses on the concept and assessment of emotional competence due to the positive impact on positive youth development such as well-being. The Emotional Skills and Competences Questionnaire (ESCQ) has shown good psychometric properties in a cross-cultural setting. This study provides further evidence of the factorial structure of ESCQ using a new short version of 21 items. A total of 1300 students aged 12 to 15 years (M= 13.47, SD= 1.09) completed the original version of the ESCQ translated into Spanish. Data on emotional intelligence (TMMS-24), satisfaction with life (SWLS) and positive and negative affects (SPANE) were collected. Factor analysis confirmed the trifactorial structure of the reduced version (ESCQ-21), presenting adequate reliability indexes for each factor. Results provided evidence for construct validity and criterion validity. The ESCQ-21 factors were positively associated with the dimensions of TMMS-24, and predict subjective well-being (SWLS and SPANE). The ESCQ-21 appears to be an adequate evaluation tool to understand better how emotional skills may affect adolescent's subjective well-being. [ABSTRACT FROM AUTHOR]