Inteligencia emocional bibliografia apa
Usán Supervía, P., & Salavera Bordás, C. (2018). Motivación escolar, inteligencia emocional y rendimiento académico en estudiantes de educación secundaria. Actualidades En Psicología, 32(125), 95-112. https://doi.org/10.15517/ap.v32i125.32123
El objetivo de este estudio fue analizar la relación entre la motivación escolar, la inteligencia emocional y el rendimiento académico en una muestra de 3512 estudiantes adolescentes pertenecientes a 18 centros educativos. Los instrumentos utilizados fueron las versiones en español de la Escala de Motivación Educativa (EME-S), la Traid Meta-Mood Scale-24 (TMMS-24) y el rendimiento académico se cuantificó a través de la nota media de los alumnos. Los resultados mostraron relaciones más fuertes entre las motivaciones escolares intrínsecas y la inteligencia emocional que las motivaciones extrínsecas y la amotivación. Asimismo, la regulación emocional, la motivación intrínseca y la desmotivación predijeron el rendimiento escolar de los alumnos. La influencia de la motivación escolar, la inteligencia emocional y el rendimiento académico en el desarrollo personal y académico de los alumnos.
Goleman, daniel: inteligencia emocional. editorial kairós (2001).
educación emocional instrumentos medición evaluation emotional intelligence emotional competencies emotional education instruments measurement evaluation emotional intelligence emotional competencies
This article provides arguments that justify the importance of evaluation in emotional education and presents a wide variety of instruments for measuring emotions, emotional intelligence and emotional competencies. Emotional education requires rigorous assessment to provide evidence of improvements attributable to the training received. The instruments presented are based on the different models of emotional intelligence and emotional competencies. The rationale for using self-report instruments rather than neurophysiological instruments is justified. Some recommendations for the development of emotion measurement instruments are offered, taking into account sensitivity as a crucial parameter, along with validity and reliability. The contributions of this work may be of interest to professionals at any level and field of education, as well as to practitioners of emotion research.
Apa format
In any case, the study of emotions has great relevance in the global context in different areas, but also inquiries in the field of education are fundamental. Day by day, findings are presented that allow new perspectives and changes oriented to the strengthening of people, learning and success in life, as well as to the relationships and bonds of students, teachers, parents and other actors in the educational context.
In this direction, it is important to remember that emotions have been approached throughout history by different disciplines such as biology, philosophy -since the Greeks-, psychoanalysis -especially Freudian-, psychology -behavioral, cognitive and positive-, sociology, facial analysis of emotions, affective neuroscience and education. Even so, for a long time emotions were considered irrelevant and accessory, which is why they had to be ignored or even repressed. From the school context the tendency was the same, i.e., it was believed that they had to be excluded because school was in charge of thinking and learning. It was thought that emotions had nothing to do with cognitive processes (Buitrago & Herrera, 2013), which is why it was impertinent to allow their presence in the classroom.
Goleman d 1995 la inteligencia emocional editorial kairós 2022
Bresó, E., Schaufeli, W. y Salanova, M. (2011). ¿Puede una intervención basada en la autoeficacia reducir el agotamiento, aumentar el compromiso y mejorar el rendimiento? Un estudio cuasi-experimental. Hig¬her Education, 61, 339-355.
Buenrostro, A.E., Valadez, M.D., Soltero, R., Nava, G., Zambrano, R., y García, A. (2012). Inteligencia emocional y rendimiento académico en adolescentes. Revista de Educa-ción y Desarrollo, 20, 29-37.
Casuso-Holgado, M. J., Cuesta-Vargas, A. I., Moreno-Morales, N., Labajos-Manzanares, M. T., Barón-López, F. J., y Vega-Cuesta, M. (2013). La asociación entre el compromiso académico y el rendimiento en estudiantes de ciencias de la salud. BMC Medical Education, 13(1), 13-33. doi: 10.1186/1472-6920-13-33.
Córdoba, L., García, V., Luengo, L., Vizuete, M. y Feu, S. (2012). Cómo influye la trayectoria académica y los hábitos relacionados con el entorno escolar en el rendimiento académico en la asignatura de educación física. Retos. Nuevas tendencias en Educación Física, Deporte y Recreación, 21, 9-13.
Ervasti, J., Kivima, M., Puusniekka, R., Luopa, P., Pentti, J., Suominen, S. y Virtanen, M. (2011). Students’school satisfaction as predictor ofteachers’ sickness absence: A pro-spective cohort study. The European Journal of Public Health, 22(2), 215-219.
