Search

Introduction: The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life., Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor's degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree., Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples., Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision., (Copyright © 2024 Gilar-Corbi, Perez-Soto, Izquierdo, Castejón and Pozo-Rico.)

Introduction: The situation generated by the recent pandemic has had several effects on education, one of them being the necessary but hasty efforts of teachers and students to adapt to the demands of a virtual classroom environment. Thus, it is essential to promote the development of digital competencies in future teachers, enabling them to create effective learning situations in the digital medium. Moreover, the European university curriculum includes a set of specific competencies (specific to each degree) and a series of generic competencies, many of which are related to emotional intelligence. Our work emerges from these specific premises and the more general need to develop emotional skills and learning abilities in virtual environments for future educators., Methods: The sample comprised 240 students in higher education, pursuing a bachelor's degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it., Results: The findings show a significant improvement in the academic achievement at the end of the bachelor's degree studies of the students in the experimental group., Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. The author(s) declared that they were an editorial board member of Frontiers, at the time of submission. This had no impact on the peer review process and the final decision., (Copyright © 2024 Poveda-Brotons, Izquierdo, Perez-Soto, Pozo-Rico, Castejón and Gilar-Corbi.)

Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2021 Santamaría-Villar, Gilar-Corbi, Pozo-Rico and Castejón.)

The purpose of this study is to train an artificial neural network model for predicting student failure in the academic leveling course of the Escuela Politécnica Nacional of Ecuador, based on academic and socioeconomic information. For this, 1308 higher education students participated, 69.0% of whom failed the academic leveling course; besides, 93.7% of the students self-identified as mestizo, 83.9% came from the province of Pichincha, and 92.4% belonged to general population. As a first approximation, a neural network model was trained with twelve variables containing students' academic and socioeconomic information. Then, a dimensionality reduction process was performed from which a new neural network was modeled. This dimension reduced model was trained with the variables application score, vulnerability index, regime, gender, and population segment, which were the five variables that explained more than 80% of the first model. The classification accuracy of the dimension reduced model was 0.745, while precision and recall were 0.883 and 0.778, respectively. The area under ROC curve was 0.791. This model could be used as a guide to lead intervention policies so that the failure rate in the academic leveling course would decrease., Competing Interests: The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest., (Copyright © 2020 Sandoval-Palis, Naranjo, Gilar-Corbi and Pozo-Rico.)

In recent years, important methodological attempts have been made to explore the comparability of examination standards, especially in the context of certifications and university entrance. The present study aimed to explore the use of a construct comparability approach through a comparative analysis of the academic scores on 15 subjects from Spanish University Entrance Examinations in the Valencian Community, with a sample of 22,996 students in the call of June 2018. We employed the Rasch partial credit model as an estimation method, counting each subject as the item of an instrument related to academic achievement. The results confirmed the unidimensionality assumption and the goodness of fit of the model in relation to all subjects, although no discrimination between high and low ability students was detected because of the lack of monotonicity of the score categories. We observed that the level of difficulty of the subjects was appropriate to the students' ability levels. Important conclusions have been drawn for the improvement of the standard qualification process, and future research directions have been proposed., (Copyright © 2020 Veas, Navas, Pozo-Rico and Miñano.)

Background: The primary aim of the current study was to develop a multi-methodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction., Methods: Seventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers ( n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students ( n = 645) using face-to-face instruction. For the second group ( n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students ( n = 758) using e-learning gamification instruction. The third group of teachers ( n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching ( n = 666)., Results: Implementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group., Conclusion: Emotional intelligence as a key academic competency., (Copyright © 2020 Pozo-Rico and Sandoval.)

Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the "Emotional Intelligence Training Program," with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.