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

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Bibliographic Details
Title:	La enseñanza y el fortalecimiento de la Inteligencia Emocional en estudiantes adolescentes y su covariación con el rendimiento matemático.
Authors:	Bueno-Villaverde, Ángeles¹, Zambrano-Vacacela, Luis Leonardo² leozamv@hotmail.com, Pérez-Sánchez, Luz Florinda¹
Source:	Electronic Journal of Research in Educational Psychology. dic2022, Vol. 20 Issue 58, p661-682. 22p. 5 Charts.
Subject Terms:	Young adults, Emotional intelligence, *Experimental groups, Arithmetic mean, Stress management, Teenage girls
Abstract (English):	Introduction. The aim of this research is to contrast the results of the application of a model that strengthens emotional intelligence through training to adolescent students between two study groups. 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 institutions 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 experimental 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 heterogeneity and the mean in mathematics as a covariate. The results of intragroup effects and interaction 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. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Introducción. El objetivo de esta investigación es contrastar los resultados de la aplicación de un modelo que fortalece la inteligencia emocional mediante el entrenamiento a estudiantes adolescentes entre dos grupos de estudio. Método. El estudio se fundamentó en el enfoque cuantitativo de tipo cuasiexperimental con alcance exploratorio en el que participaron 297 adolescentes de 12 a 16 años de cinco instituciones educativas organizados en grupo control y experimental. El instrumento que se utilizó fue el Inventario de Inteligencia Emocional de BarOn: versión para jóvenes (7-18) años. Resultados. El análisis descriptivo demuestra que existe mejoras en las cinco variables del grupo experimental, mientras que en el grupo control se observa decrecimiento en tres variables y en dos un incremento menor. En los análisis se utilizó la prueba ANCOVA para disminuir la heterogeneidad de las muestras y como covariable el promedio en matemáticas. Los resultados de efectos intragrupos e interacción entre grupos confirman que existe diferencias significativas para todas las variables del grupo experimental en el post test. Discusión y conclusiones. Con estos hallazgos, este estudio hace una contribución al campo de la educación al verificar que el docente puede fortalecer todas las variables relacionadas con la inteligencia emocional en los estudiantes desde su propia aula, solamente basta con tener un modelo con orientaciones metodológicas para ejecutar el proceso. Además, destacar que incrementar el nivel de las variables de intrapersonalidad, interpersonalidad, adaptabilidad, manejo de estrés y estado de ánimo influye de forma positiva en el bienestar de los estudiantes y en su desempeño. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Introduction. The aim of this research is to contrast the results of the application of a model that strengthens emotional intelligence through training to adolescent students between two study groups. 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 institutions 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 experimental 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 heterogeneity and the mean in mathematics as a covariate. The results of intragroup effects and interaction 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. [ABSTRACT FROM AUTHOR]
ISSN:	16962095
DOI:	10.25115/ejrep.v20i58.6254