Rendimiento del alumnado de educación secundaria obligatoriainfluencia de las habilidades sociales y la inteligencia emocional

  1. Belén Santamaría Villar
  2. Virtudes Valdés Muñoz
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. Psicología de la Adolescencia

Volume: 1

Issue: 2

Pages: 57-66

Type: Article

DOI: 10.17060/IJODAEP.2017.N1.V2.918 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

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

Abstract

The aim of this paper is to analyse the relationship between emotional intelligence, social skills and academic performance in students of Secondary Compulsory Education (ESO) of a Castilla La Mancha private center, in Spain, which ages are from 13 to 16 years old. Participants in the study are 73 students of Secondary Compulsory Education (ESO). The 47,9% of the total students are female, and 52,1 % are male.The instruments used were the EQ-i:YV test, by BarOn (1977), the Matson Questionnaire of social skills for adolescent students (Matson, Rotatori and Helsen, 1983) and the cumulative record of evaluation, for each participating students in this study. The data analysis techniques employed in this study have been correlation analysis and multiple regression step by step analyse. Results of this study show a connection between the total punctuations of social skills and the academic performance in all levels of ESO. (Secondary Compulsory Education). The higher results in social skills, the higher results in academic performance. In adition, we can find a connection between some factors of social skills and factors of emotional intelligence that influences academic performance, according to Factor II of Matson (Social Skills/Assertiveness) and the Factor C of BarOn (stress management).

Bibliographic References

  • Bar-On, R. (1997). BarOn Emotional Quotient Inventory Technical Manual. Toronto: Multi-Health Systems.
  • Berbena, M. A. Z., Sierra, M. D. L. D. V., & Vivero, M. D. C. V. (2008). Inteligencia emocional y habilidades sociales en adolescentes con alta aceptación social. Electronic Journal of research in educational Psychology, 6(15), 319-338.
  • Berrocal, P. F., & Aranda, D. R. (2008). La inteligencia emocional en la educación. Electronic journal of research in educational psychology, 6(15), 421-436.
  • Berrocal, P. F., & Pacheco, N. E. (2005). La inteligencia emocional y la educación de las emociones desde el Modelo de Mayer y Salovey. Revista Interuniversitaria de Formación del profesorado, (54), 63-94.
  • Bolsoni-Silva, A. T., Del Prette, A., & Oishi, J. (2003). Habilidades sociais de pais e problemas de comportamento de filhos. Revista Psicologia Argumento, 9, 11-29.
  • Bramlett, R. K., Scott, P., & Rowell, R. K. (2000). A comparison of temperament and social skills in predicting academic performance in first graders. Special Services in the Schools, 16(1-2), 147-158.
  • Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224.
  • Cattell, R.B. (1971). Abilities: Their structure, growth and action. Boston: Houghton-Mifflin.
  • Chávez, N. U., & Del Águila, L. P. (2005). La evaluación de la inteligencia emocional a través del inventario de BarOn ICE: NA, en una muestra de niños y adolescentes. Persona: Revista de la Facultad de Psicología, (8), 11-58.
  • Díaz Pinto, E. R. (2006). Estudio sobre las inteligencias inter-e intrapersonales como instrumentos de desarrollo de la disposición a comunicarse en el aula de inglés.
  • DiPrete, T. A., & Jennings, J. L. (2012). Social and behavioral skills and the gender gap in early educational achievement. Social Science Research, 41(1), 1-15.
  • Eisenberg, N., Fabes, R. A., & Murphy, B. C. (1996). Parents’ reactions to children’s negative emotions: Relations to children’s social competence and comforting behavior. Child development, 67(5), 2227-2247.
  • Extremera, N., & Fernández-Berrocal, P. (2003). La inteligencia emocional en el contexto educativo: hallazgos científicos de sus efectos en el aula. Revista de educación, 332, 97-116.
  • Fernández-Berrocal, P., & Extremera, N. (2002). La inteligencia emocional como una habilidad esencial en la escuela. Revista Iberoamericana de educación, 29(1), 6.
  • Fernandez, R., Salamonson, Y., & Griffiths, R. (2012). Emotional intelligence as a predictor of academic performance in first year accelerated graduate entry nursing students. Journal of clinical nursing, 21(23-24), 3485-3492.
  • Ferragut, M., & Fierro, A. (2012). Inteligencia emocional, bienestar personal y rendimiento académico en preadolescentes. Revista Latinoamericana de Psicología, 44(3), 95-104.
  • Flores, M. M. T., & Tovar, L. A. R. (2005). Orígenes, evolución y modelos de inteligencia emocional. INNOVAR, Revista de Ciencias Administrativas y Sociales.
  • Gardner, H. (2001). Inteligencia Reformulada. Paidós.
  • Guilford, J.P. (1967). The nature of human intelligence. New York, NY: McGraw-Hill.
  • Goleman, D. (1996, 1998). Inteligencia emocional. Editorial Kairós.
  • Hansenne, M., & Legrand, J. (2012). Creativity, emotional intelligence, and school performance in children. International Journal of Educational Research.
  • Hartup, W. (1992). Having friends, making friends, and keeping friends: relationships as educational contexts. Urbana, Il: ERIC clearinghouse on elementary and early childhood education.
  • Inglés, C. J., Martínez-González, A. E., & García-Fernández, J. M. (2015). Conducta prosocial y estrategias de aprendizaje en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 6 (1), 47-48.
  • Kettler, R. J., Elliott, S. N., Davies, M., & Griffin, P. (2012). Testing a multi-stage screening system: Predicting performance on Australia’s national achievement test using teachers’ ratings of academic and social behaviors. School Psychology International, 33(1), 93-111.
  • León, O., & Montero, I. (2004). Métodos de investigación. Madrid: McGrawHill.
  • Lopes, P. N., Brackett, M. A., Nezlek, J. B., Schütz, A., Sellin, I., & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30(8), 1018-1034.
  • Lopes, P. N., Mestre, J. M., Guil, R., Kremenitzer, J. P., & Salovey, P. (2012). The Role of Knowledge and Skills for Managing Emotions in Adaptation to School Social Behavior and Misconduct in the Classroom. American Educational Research Journal, 49(4), 710-742.
  • Matson, Jl; Rotatori,A.F. y Helsel, W.J. (1983). Development of a rating scale of mesure social skills in children: The Matson Evaluation of Social Skills with Youngsters (Messy). Behaviour Research and Therapy, 21, 335-340.
  • Melero, M. P. T. (2000). La inteligencia emocional en el currículo de la formación inicial de los maestros. Revista Interuniversitaria de Formación del profesorado, (38), 141-152.
  • Mestre, J. M., Guil, R., Lopes, P. N., Salovey, P., & Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18(Suplemento), 112-117.
  • Navarro, R. E. (2003). El rendimiento académico: concepto, investigación y desarrollo. REICERevista Electrónica Iberoamericana sobre Calidad, Eficacia y Cambio en Educación, 1(2), 1-15.
  • Pope, D., Roper, C., & Qualter, P. (2012). The influence of emotional intelligence on academic progress and achievement in UK university students. Assessment & Evaluation in Higher Education, 37(8), 907-918.
  • Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5year longitudinal study. Learning and Individual Differences, 22(1), 83-91.
  • Rafiee, S. M., & Neghabi, Z. H. (2013). Relationship between emotional intelligence, academic selfefficacy, academic involvement and academic performance among adolescents in ISLAMSHAHR AZAD University. Journal of American Science, 9(2s).
  • Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring Emotional Intelligence in Early Adolescence With the MSCEIT-YV Psychometric Properties and Relationship With Academic Performance and Psychosocial Functioning. Journal of Psychoeducational Assessment, 30(4), 344-366.
  • Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., y Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En J. W. Pennebaker (Ed .), Emotion, Disclosure, & Health. Washington: American Psychological Association. Pp. 125-151.
  • Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., & Osborne, S. E. (2012). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success. Learning and Individual Differences, 22(2), 251-257.
  • Sharma, A. D. (2013). General Intelligence and Emotional Intelligence as Predictors of Academic Success.
  • Spearman, Carl. (1927). The abilities of man. New York: McMillan.
  • Strahan, E. Y. (2003). The effects of social anxiety and social skills on academic performance. Personality and individual differences, 34(2), 347-366.
  • Richardson, C. E. (1960). Thurstone scale for measuring attitudes of college students toward physical fitness and exercise. Research Quarterly. American Association for Health, Physical Education and Recreation, 31(4), 638-643.
  • Torres, M. V. T., Elawar, M. C., Mena, M. J. B., & Sánchez, A. M. M. (2003). Contexto social, género y competencia social autoevaluada en alumnos andaluces de 11-12 años. Electronic journal of research in educational psychology, 1(2), 37-56.
  • Trianes, M. V., Blanca, M. J., Muñoz, A., García, B., Cardelle-Elawar, M., & Infante, L. (2002). Relaciones entre evaluadores de la competencia social en preadolescentes: Profesores, iguales y autoinformes. Anales de psicología, 18(2), 197-214.
  • Ugarriza, N. (2001). La evaluación de la inteligencia emocional a través del inventario de BarOn (ICE) en una muestra de Lima Metropolitana. Persona, 4, 129-160.
  • Vernon, R. (1971): Sovereignty at Bay: The multinational spread of US enterprises. Basic Books, New York.
  • Wang, N., Wilhite, S. C., Wyatt, J., Young, T., Bloemker, G., & Wilhite, E. (2012). Impact of a college freshman social and emotional learning curriculum on student learning outcomes: An exploratory study. Journal of University Teaching & Learning Practice, 9(2), 8.
  • Yusoff, M. S., Esa, A. R., Mat Pa, M. N., Mey, S. C., & Aziz, R. A. (2013). A longitudinal study of relationships between previous academic achievement, emotional intelligence and personality traits with psychological health of medical students during stressful periods. Education for Health, 26(1), 39.
  • Zavala, M. A., & Valadez, M. de los D. y Vargas, MC (2008). Inteligencia emocional y habilidades sociales en adolescentes con alta aceptación social. Revista Electrónica de Investigación Psicoeducativa, 15(6), 319-338.
Data source: Dialnet