Inteligencia Emocional Grupal: Validación al Español del G-TMMS-E.

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Bibliographic Details
Title:	Inteligencia Emocional Grupal: Validación al Español del G-TMMS-E.
Authors:	Tallón, Alejandra Lence¹, Redín, Concha Iriarte¹, Aznárez-Sanado, Maite¹, García-Rodríguez, Laura¹ lgarcia.60@unav.es
Source:	Electronic Journal of Research in Educational Psychology. Dec2025, Vol. 23 Issue 67, p593-618. 26p.
Subject Terms:	Secondary school students, Classroom environment, *Emotional competence, Psychometrics, Model validation, Social intelligence
Geographic Terms:	Málaga (Spain)
Abstract (English):	Introduction. Despite the prolific research on Emotional Intelligence (EI) over the past three decades, similar progress has not been observed in the area of Group Emotional Intelligence (GEI). Most studies in this field have focused on business environments, while research in educational settings remains scarce. To address this gap, the present study aimed to develop and validate a reliable tool for measuring GEI among secondary school students by translating the Group Trait Meta Mood Scale (G-TMMS) (Aritzeta et al., 2016) into Spanish. Method. An initial data collection involved 638 students (Sample 1) from five educational centers in Málaga to carry out the preliminary validation. In a second phase, data from 1377 students (Sample 2) across seven centers were gathered to complete the final validation. Participants completed the Spanish version of the G-TMMS and the Classroom Environment Scale (CES) by Moos and Trickett (1974). Results. Exploratory and confirmatory factor analyses identified a three-factor structure in Sample 1, subsequently confirmed in Sample 2. Both samples demonstrated acceptable model fit indices. Reliability coefficients (α > 0.8) indicated that the G-TMMS-E is a dependable instrument for assessing GEI. A significant relationship between classroom climate and GEI was also observed, with affiliation, involvement, and group support emerging as key predictors. Discussion or Conclusion. The findings highlight the critical role of school climate in fostering emotional skills development and contribute to the study of GEI, particularly within educational contexts. [ABSTRACT FROM AUTHOR]
Abstract (Spanish):	Introducción. A pesar de que se ha observado una prolífica investigación en el campo de la Inteligencia Emocional durante las últimas tres décadas, esta tendencia no se ha reflejado en igual medida en el ámbito de la Inteligencia Emocional Grupal (IEG). En su mayoría, los estudios en este dominio han estado centrados en entornos empresariales, mientras que la exploración en el ámbito educativo ha sido limitada. Con el fin de aportar una herramienta válida para la evaluación de la Inteligencia Emocional Grupal (IEG) en estudiantes de secundaria, el presente artículo tuvo como objetivo principal la traducción y validación al español del Group Trait Meta Mood Scale (G-TMMS) (Aritzeta et al., 2016). Método. Para la validación inicial del instrumento, se recolectaron datos de 638 estudiantes (Muestra 1) de cinco centros educativos en Málaga. Posteriormente, se realizó una validación final con 1377 estudiantes (Muestra 2) de siete centros. Se administró la versión traducida del G-TMMS y la Escala Clima Social (CES) de Moos y Trickett (1974). Resultados. Mediante análisis factoriales exploratorios y confirmatorios se identificó una estructura trifactorial en la muestra 1, que fue posteriormente corroborada en la muestra 2. En ambos casos, se observaron índices adecuados de ajuste del modelo. Además, se obtuvieron coeficientes de fiabilidad satisfactorios (α > 0.8) que permiten concluir que el G-TMMS-E es un instrumento fiable para medir IEG. Por otro lado, se encontró una relación significativa entre el clima de aula y la IEG. Concretamente, la afiliación, implicación y ayuda en el grupo se mostraron como predictores importantes Discusión y conclusiones. Estos resultados resaltan la relevancia del clima escolar en el fomento del desarrollo de habilidades emocionales y, a su vez, constituye una contribución al ámbito de la inteligencia emocional grupal, particularmente en el contexto educativo. [ABSTRACT FROM AUTHOR]
	Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. 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.)
Database:	Education Research Complete

Description
Abstract:	Introduction. Despite the prolific research on Emotional Intelligence (EI) over the past three decades, similar progress has not been observed in the area of Group Emotional Intelligence (GEI). Most studies in this field have focused on business environments, while research in educational settings remains scarce. To address this gap, the present study aimed to develop and validate a reliable tool for measuring GEI among secondary school students by translating the Group Trait Meta Mood Scale (G-TMMS) (Aritzeta et al., 2016) into Spanish. Method. An initial data collection involved 638 students (Sample 1) from five educational centers in Málaga to carry out the preliminary validation. In a second phase, data from 1377 students (Sample 2) across seven centers were gathered to complete the final validation. Participants completed the Spanish version of the G-TMMS and the Classroom Environment Scale (CES) by Moos and Trickett (1974). Results. Exploratory and confirmatory factor analyses identified a three-factor structure in Sample 1, subsequently confirmed in Sample 2. Both samples demonstrated acceptable model fit indices. Reliability coefficients (α > 0.8) indicated that the G-TMMS-E is a dependable instrument for assessing GEI. A significant relationship between classroom climate and GEI was also observed, with affiliation, involvement, and group support emerging as key predictors. Discussion or Conclusion. The findings highlight the critical role of school climate in fostering emotional skills development and contribute to the study of GEI, particularly within educational contexts. [ABSTRACT FROM AUTHOR]
ISSN:	16962095