La dimensión socio-emocional en la formación universitariaPerfil diferencial del diplomado y licenciado en ciencias económico-empresariales

Abstract

This article aims to analyze some of the key principles to study emotional competences in the University Education. After reviewing the importance of the analysis of competences and the prob- lem of their identifications, the article focuses on the empirical analysis of socio-emotional and per- sonal competences for a students sample (N=122) belonging to economic field, with a double pur- pose: on one hand, identify the non-intellectual skills profile linked to socio-emotional competences which students perceive themselves; and, on the other hand, compare profile of the specialities included in this study (Business and Management). Assessment scales used included different measures of emotional intelligence, such as EQ-i of Bar-On (1997, 2000) composed by big five gen- eral factors that measure a wide range of emotional and social skills; TMMS-24 of Fernández- Berrocal, Extremera & Ramos (2004); and NEO-FFI inventory reduced from five factors (Costa & McCrae, 1992). The results of a discriminant analysis revealed significant differences between both groups in practically all aspects studied. It shows statistically significant and higher punctuation of the students of Administration and Management at each of the constructs tested, with the exception of the Neuroticism variable in which Business students seem achieve higher rates. On the basis of these results, conclusions are drawn for the development of generic socio-emotional skills within the framework of the European Space for Higher Education.