Relaciones entre aptitud intelectual, inteligencia emocional y creatividad en alumnado de ESO

  1. Víctor Belmonte Lillo 1
  2. Ana Parodi Úbeda 1
  3. Rosario Bermejo García 2
  4. María José Ruiz Melero 2
  5. Marta Sainz Gómez 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad de Murcia
    info

    Universidad de Murcia

    Murcia, España

    ROR https://ror.org/03p3aeb86

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2017

Issue Title: La psicología hoy: retos, logros y perspectivas de futuro

Volume: 1

Issue: 1

Pages: 35-43

Type: Article

DOI: 10.17060/IJODAEP.2017.N1.V1.896 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Sustainable development goals

Abstract

The investigation analyzes the relationship between intellectual aptitude, emotional intelligence and divergent thinking. The sample is made up of 670 adolescents between the ages of 12 and 16 (M = 13.86; DT = 1232). The DAT-5 test is used for the assessment of intellectual aptitude (Bennett, Seashore & Wesman, 2000). Emotional intelligence (IE) is studied from two different models: the skill model, which relates it to cognitive abilities, and two constructs framed in the so-called “mixed models”, which extend its components to other factors linked to personality. As for the first one, the Emotional Management was used, upper branch integrated in the model of ability measured with the MSCEIT (Mayer, Salovey & Caruso, 2002); As mixed models, includes Emotional Self-efficacy assessed by TEI-ASF (Petrides, Sangareau, Furnham & Frederickson, 2006) and the Socio-Emotional Competence, which includes intrapersonal, interpersonal, stress management, adaptability and mood, Evaluated by the EQ-I: YV (BarOn & Parker, 2000). Finally, for the evaluation of the creativity the subtest 3 of the figurative version of the TTCT (Torrance, 1974) was applied. In relation to the results, the factorial analysis shows coherence of the constructs valued with respect to its theoretical foundation. Correlational analyzes indicated relationships between the IE models used, while IE showed a positive and significant relationship with intelligence (with the exception of interpersonal and intrapersonal factors). The creativity was not related to the intelligence nor to the EI mixed models; We did find significant and negative relationship with the IE model in the emotional relations factor.

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