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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Cuadernos de Psicología del Deporte is the property of Cuadernos de Psicologia del Deporte and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Revista Electrónica Interuniversitaria De Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity is the property of Sportis: Scientific Journal of School Sport, Physical Education & Psychomotricity and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

La animación se ha hecho eco de la importancia que la salud mental ha adquirido recientemente en la sociedad. Identificar las emociones propias e interpretarlas para saber cómo desarrollar habilidades, tomar decisiones y, en definitiva, conocerse individualmente, suponen uno de los principales retos a los que se enfrenta el sujeto contemporáneo. Este artículo explora, desde una perspectiva de género, el tratamiento de la inteligencia emocional en la ficción surcoreana a través de la serie Yumi’s Cells (2021-2022), que combina imagen real y animación. Mediante un análisis textual, se confirma que la representación de los personajes animados sirve como una herramienta pedagógica para que la audiencia aprenda a detectar las emociones cotidianas, particularmente en un contexto como el de la sociedad surcoreana que adolece de determinados recursos psicológicos, pues la extroversión de las emociones es considerada un tabú social.

La investigación tuvo como objetivo indagar el impacto que tiene el TDAH (Trastorno de Déficit de Atención e Hiperactividad) en el desarrollo de la cognición social, en una muestra de estudiantes entre 10-17 años de Montreal (Canadá) y de la ciudad de Bogotá (Colombia). La investigación fue cualitativa, de alcance comparativa, no experimental. El número de participantes fue de 42, de ambos sexos, divididos en dos grupos, sin TDAH y con TDAH. Se aplicaron 6 test psicológicos que permitieron analizar la cognición social en las variables empatía, conducta prosocial, teoría de la mente y reconocimiento facial emocional, de la muestra seleccionada. Los resultados evidenciaron que el grupo sin TDAH puntuó por encima de la media, en comparación con el grupo con TDAH, cuyo rendimiento fue menor en las pruebas aplicadas. En conclusión, se puede evidenciar que la cognición social se ve afectada principalmente en los estudiantes con TDAH de ambos países, independiente de las variables culturales o su lugar de residencia; su afectación se atribuye más bien a las características propias del trastorno.

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

El desarrollo de habilidades blandas en los estudiantes de educación básica tiene un impacto integral al permitirles comprender y gestionar sus emociones, lo que facilita su participación en actividades académicas. Además, estas habilidades fomentan la construcción de relaciones interpersonales en el entorno escolar, preparando a los estudiantes para interactuar de manera productiva en su entorno social. Este estudio tuvo como objetivo analizar el impacto de las habilidades blandas en la educación básica a través de una revisión sistemática. Se realizaron búsquedas en las bases de datos de ProQuest y EbscoHost para identificar artículos publicados entre 2020 y 2023, y se seleccionaron 12 artículos que cumplían con los criterios de inclusión. Los resultados revelaron un impacto significativo de las habilidades blandas en los estudiantes de educación básica. Estos hallazgos respaldan la importancia de promover el desarrollo de habilidades blandas en el currículo educativo para potenciar el desarrollo integral de los estudiantes.

La investigación analiza la relación entre la inteligencia emocional y el nivel de actividad física de estudiantes de una universidad pública de Lima. Se trata de un estudio con enfoque cuantitativo, descriptivo correlacional no experimental transversal. La muestra, conformada por 138 estudiantes de los últimos dos años de la Facultad de Educación, fue seleccionada de manera intencionada o por conveniencia. Se utilizaron dos escalas: la Trait Meta-Mood Scale (TMMS-24), que mide inteligencia emocional, y el International Physical Activity Questionnaire IPAQ. Los resultados indican que el 53,8 % de los hombres tiene un nivel de inteligencia emocional bajo, mientras que el 30,2 % tiene un nivel moderado, acumulando un total de 84 %. Solo el 16 % se clasifica como alto. En el caso de las mujeres, el 61,3 % tiene una inteligencia emocional clasificada como bajo, el 32,3 % como moderado, acumulando un total del 93,5 %. Solo el 6,5 % se clasifica como alto. En cuanto a los niveles de actividad física, los estudiantes de 18 a 20 años presentan el mayor sedentarismo, con un 50 %, seguidos por los de 24 a 27 años, con un 41,4 %, los de 21 a 23 años, con un 39,7 %, y los de 27 a 32 años, con un 14,3 %. El análisis del coeficiente de correlación de Spearman entre ambas variables arroja un resultado de 0.100, con un valor p (bilateral) de 0,245; lo cual lleva a aceptar la hipótesis nula.

Los docentes son profesionales expertos en continua evolución. Por ello, es crucial evaluar su preparación desde el comienzo de su carrera profesional, por lo que el análisis de su formación inicial es esencial con vistas a ajustar los procesos educativos a las nuevas demandas históricas y sociales. En esta investigación, nos centramos en la inteligencia emocional como elemento clave a considerar en la docencia universitaria. Así, mediante el análisis de las guías docentes de los Grados de Maestro en Educación Infantil y Educación Primaria de la Universidad de Castilla-La Mancha (UCLM), se ha pretendido analizar cómo se incluye la inteligencia emocional en la planificación docente. Para tal fin, se ha realizado un juicio de expertos con 15 participantes y también se han revisado las Memorias Verificadas de los Grado de Maestro en la UCLM. Todo ello ha permitido establecer la conexión entre las habilidades requeridas en el Grado de Maestro y los aspectos emocionales. También, se ha logrado identificar las áreas y menciones que están más y menos relacionadas con la inteligencia emocional, organizándose en categorías y grupos. Por último, se propone una propuesta de actuación en conformidad con las leyes educativas vigentes ya que, a modo de conclusión, se hace evidente la necesidad de hacer algunos ajustes en la capacitación de los profesores en lo que respecta a inteligencia emocional.

La solidez de las habilidades socioemocionales se ha convertido en una herramienta útil relacionada con el éxito en la vida de los individuos, algunas declaraciones afirman que un nivel alto del coeficiente intelectual no asegura la asertividad al actuar o la toma de buenas decisiones, sino que debe haber un equilibro entre éste y la inteligencia socioemocional. Lo concerniente a la educación socioemocional no se puede simplificar como una mirada al interior, sino que representa una complejidad mayor, si bien lleva al sujeto al autocentrismo; la concreción individual, a descubrir su fortaleza interna, propiciar un crecimiento personal y la construcción de la identidad propia, su finalidad no es el individualismo, en cambio lo es una conciencia colectiva, en donde entran en juego competencias como: autoconocimiento, autorregulación, autonomía, empatía y colaboración. La presente investigación fue realizada en la situación pandémica provocada por el virus COVID-19, ésta persigue los objetivos de entender con más claridad el proceso de desarrollo de las habilidades socioemocionales, además de identificar los factores que impiden su adquisición, así como explicar los beneficios que el individuo puede alcanzar al fomentar estas capacidades. Se encauza por un paradigma interpretativo para analizar los fenómenos en los que se involucran los sujetos participantes; cómo interfieren ciertos factores para el desarrollo de habilidades socioemocionales. Ésta se vincula con un enfoque cualitativo, así centrarse en las experiencias de la muestra en cuestión. El proceso toma la metodología del estudio de caso debido al reducido número de alumnos que manifiestan limitantes socioemocionales. La recolección de datos se llevó a cabo mediante entrevistas, guías de observación, investigación de archivos y el registro anecdótico. Estas técnicas e instrumentos permitieron sistematizar la información obtenida para luego esquematizarlos. Se encontró que existen diferentes factores que intervienen en el desarrollo de la inteligencia emocional, como lo son los padres de familia, estilo de crianza, la intervención docente, cuestiones psicológicas, psiquiátricos o neurológicos, así como la disposición y motivación de los estudiantes. Se concluye que las habilidades socioemocionales no son innatas, sino que es necesario accionarlas, son influenciadas, limitadas o propiciadas, por la experiencia de vida particular, de igual manera no se adquieren al mismo ritmo. Otro punto relevante es la preparación docente necesaria para alcanzar una solidez socioemocional propia, con la intención de llevar a los estudiantes a aflorar la mejor versión de ellos mismos.

Psicólogos clínicos tem sido considerados categoria de risco de desenvolver a Síndrome de Burnout. Com base no modelo de Demandas-Recursos, este estudo teve como objetivo verificar se a Inteligência emocional e a Autoeficácia profissional desempenham um papel mediador entre o Trabalho emocional e a Síndrome de Burnout em uma amostra de 240 psicólogos clínicos brasileiros. Os dados foram coletados por meio de plataforma on-line, tendo como instrumentos de pesquisa um questionário de dados sociodemográficos e laborais, o Cuestionario para la Evaluación del Síndrome de Quemarse por el Trabajo, o Questionário de avaliação relacionado a Demandas emocionais e Dissonância da regra da emoção, Medida de Inteligência Emocional e a Escala de Autoeficácia Geral Percebida. Os resultados, obtidos por meio de Modelagem de Equações Estruturais, revelaram que a autoeficácia e a inteligência emocional desempenham um papel mediador entre o Trabalho emocional e a Síndrome de Burnout.

Background: Families of gifted students may have poorer well-being due to difficulties in parenting. Emotional intelligence could help parents manage negative emotions and improve their self-esteem, and perceived social support and stress could mediate this relationship. The objective of this study was to analyze these variables by testing a mediation model in parents of gifted children and parents in general. Method: Questionnaires assessing emotional intelligence, stress, perceived social support, affect and self-esteem were administered to 245 parents (135 had gifted children). Descriptive analyses were performed, mean differences were calculated, and structural equation models (SEMs) were developed and tested. Results: Compared with parents in general, the parents of the gifted students reported more negative experiences (Cohen's d = 0.75; p < .01) and less social support from their friends (Cohen's d = 1.54; p < .01). Social support and stress partially mediated the relationship between emotional intelligence and wellbeing. For parents of gifted students, there was partial mediation of social support through positive affect. Conclusions: Providing families with tools to promote their emotional intelligence and conducting awareness campaigns focused on understanding and supporting gifted groups will contribute to parents' well-being. [ABSTRACT FROM AUTHOR]

Emotional intelligence is the ability to manage emotions, feelings, to differentiate between them, to channel and conduct one's thoughts and actions. On the other hand, self-efficacy, related to performance, is the personal impression or conviction regarding one's own abilities in a specific context. The present study aimed to determine whether or not there is a relationship between emotional intelligence and self-efficacy in adolescents, for which a correlational study design was used, with a quantitative approach, non-experimental and cross-sectional scope. To achieve this objective, standardized items such as the Emotional Intelligence Scale TMMS-24 and the General Self-Efficacy Scale (GSES) were applied to a sample of 90 adolescents. The results showed a slight positive relationship between Self-Efficacy and the dimensions of emotional intelligence such as Perception (Rho=0.425, p<0.001), Understanding (Rho=0.314, p<0.001) and Regulation (Rho=0.410, p<0.001). [ABSTRACT FROM AUTHOR]

Emotional intelligence has been associated with academic achievement, which entails that improving emotional intelligence could lead to better academic achievement. However, the mechanisms of this relationship are not well known. This paper focuses on assessing relevant factors associated with academic achievement (emotional well-being, motivation, and learning strategies) as potential mediators of this link. A cross-sectional study with a sample of 96 high school students was conducted. They were assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test, the Psychological Well-being Questionnaire, the Learning Strategies and Motivation Questionnaire, and their final grades. Results of a serial mediation analysis revealed that emotional intelligence is not directly associated with academic achievement but through mediating factors. Serial indirect effects show that emotionally intelligent students have higher levels of emotional well-being, which predicts better learning strategies and is, in turn, associated with academic achievement. Emotional intelligence also predicts greater motivation and better learning strategies (without the mediation of emotional well-being), which is ultimately also associated with academic achievement. Theoretical and instructional implications are discussed. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Cuaderno de Pedagogia Universitaria is the property of Pontificia Universidad Catolica Madre y Maestra and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Retos: Nuevas Perspectivas de Educación Física, Deporte y Recreación is the property of Federacion Espanola de Asociaciones de Docentes de Educacion Fisica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Background: The Teacher Emotion Inventory (TEI) scale is an instrument that evaluates discrete emotions experienced by teachers in the teaching-learning process. The aim of this study was to examine the psychometric properties of the brief Spanish version of the Teacher Emotion Inventory scale (TEI-BSV) using a sample of 567 teachers (65.5% women), aged between 25 and 65 years (M = 46.04; SD = 9.09). Methods: After adaptation through back-translation, the teachers completed a battery of tests included in the TEI-BSV: an emotional intelligence questionnaire, two subjective well-being scales, a burnout scale and a scale on engagement. Results: The data revealed adequate internal consistency of the TEI-BSV subscales, and exploratory and confirmatory factor analyses provided evidence that the TEI-BSV has a fourfactor structure with good adjustment, as opposed to the original fivefactor structure proposed. There was evidence of convergent validity of the TEI-BSV, as well as criterion and incremental validity. Conclusions: The TEI-BSV could be a useful instrument for the ecological assessment of teachers' discrete emotions in the context of their workplace. [ABSTRACT FROM AUTHOR]

Emotional intelligence and self-esteem are fundamental issues for the interpersonal development of every individual. The main objective was to describe the range of emotional intelligence and self-esteem in adolescents of General Basic Education level. This was a descriptive research with a quantitative approach, with the participation of 87 adolescents, recruited by convenience, of both sexes, between 14 and 16 years of age. To analyze the data, the Bar-On ICE:NA scales containing 60 items were applied and the Rosenberg Questionnaire containing 10 items was used in the area of self-esteem. Thus, the most relevant data obtained show that 78.4% present a high range of emotional intelligence and a medium-low self-esteem. It is concluded that having emotional intelligence does not guarantee high self-esteem; this may be due to the different changes that occur during adolescence. [ABSTRACT FROM AUTHOR]

This research article analyses the emotional management of 46 teachers in the department of Boyacá (Colombia) according to their level of professional teaching experience, from the theoretical perspective of Mayer and Salovey's emotional skills. It uses a descriptive-comparative process with different perspectives across three stages: quantitative, qualitative and mixed. It also utilizes the MSCEIT emotional intelligence questionnaire, a semi-structured interview, and an observational analysis. The results show competent development of teachers' emotional skills, but with statistically significant differences in emotional management by experience. The teachers also mention in their narratives that the emotional management that occurs in school interactions and in the educational process has two facets: difficulties and positive emotional management. Similarly, the gestures that are part of non-verbal emotional communication that supports this skill are established. Therefore, it is concluded that emotional management as a skill decreases as experience increases, given that emotional experiences in the classroom generate stress, emotional exhaustion, and even leaving the profession. [ABSTRACT FROM AUTHOR]

Copyright of Revista Pensamiento Americano is the property of Corporacion Universitaria Americana and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Revista de Investigación en Salud VIVE is the property of Revista de Investigacion en Salud VIVE and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

O aprimoramento da inteligência emocional é fundamental para o bem-estar individual, convívio social, para o desempenho acadêmico e o mundo do trabalho. Por isso, torna-se cada vez mais necessário o desenvolvimento de estratégias dentro da educação formal, visando a melhoria do equilíbrio emocional e dos processos de ensino-aprendizagem, principalmente no contexto pós-pandemia da COVID-19. Dentro desse contexto, o objetivo deste trabalho foi realizar uma revisão de escopo para levantar e examinar a natureza e extensão das publicações acerca da Inteligência Emocional no ambiente escolar formal, identificando lacunas e desafios. Realizou-se uma revisão de literatura, indexada em bases de dados, conforme a metodologia scoping review. As informações foram coletadas nas bases de dados Biblioteca Virtual em Saúde (BVS), Scopus (Sc) e Web of Science (WoS). Utilizaram-se as palavras-chave “Education”, “Emotional” and Intelligence” para coletar artigos publicados nos últimos cinco anos. Encontraram-se 541 artigos, dos quais 120 atenderam aos critérios de inclusão e foram analisados. A revisão evidencia que trabalhos sobre IE têm começado a ocupar os espaços do ensino formal, estando mais concentrados nos níveis médio e superior. Não foram identificados trabalhos desenvolvidos no Ensino Profissionalizante Integrado ao Médio, nem nas séries iniciais do Ensino Infantil. Trata-se, portanto, de uma lacuna que precisa ser preenchida, visto que o desenvolvimento do equilíbrio emocional é fundamental para o mundo do trabalho e deve ser desenvolvido desde a mais tenra idade para obtenção de melhores resultados. A revisão permitiu identificar que existem várias lacunas para a promoção da Educação Emocional nos ambientes formais, dentre elas: necessidade de incorporação de forma transversal no currículo escolar; necessidade de implementar/avaliar as ações em longo prazo; necessidade de melhorar os instrumentos de coleta de dados, bem como o tamanho e perfil amostral.

INTRODUCCIÓN. El autoconcepto social es un factor relevante para el desarrollo psicosocial del individuo que se construye a partir de características individuales y de relaciones interpersonales. En la adolescencia las relaciones interpersonales cobran una gran relevancia. Sin embargo, hay fenómenos como el bullying o cyberbullying que pueden deteriorar el autoconcepto de los adolescentes. En este sentido, es necesario profundizar en el estudio del autoconcepto sobre la dimensión social para profundizar en los factores que pueden incidir de manera positiva o negativa. Así mismo el objetivo de este estudio fue determinar el nivel de autoconcepto, qué características personales puede estar incidiendo en el autoconcepto social como también, si el bullying, cyberbullying, inteligencia emocional y competencias socioemocionales pueden incidir de manera positiva o negativa en esta dimensión del autoconcepto. MÉTODO. Se ha realizado un estudio cuantitativo ex post facto contando con una participación de 2,139 adolescentes (51.5% chicas), con una edad media de 13.79 (DT = 1.40). Los RESULTADOS apuntan que con un fuerte autoconcepto social se mejora la gestión emocional, la comprensión de las emociones de los demás y las conductas prosociales. Si bien, también se relaciona positivamente con la agresión por bullying. En contraposición el autoconcepto social se relaciona negativamente con victimización por bullying y con niveles bajos en toma de decisiones responsables. DISCUSIÓN. Los resultados animan a poner atención al desarrollo del autoconcepto social en personas vulnerables, ya que un buen autoconcepto permite un desarrollo social adecuado del individuo. Esta investigación tiene implicaciones en el avance del estudio sobre el autoconcepto social ampliando el conocimiento de los factores que pueden relacionarse con su desarrollo y de la importancia de la mejora de la convivencia escolar y de sus implicaciones en la práctica escolar.

El presente trabajo pretende dar ciertas respuestas a la necesidad de introducir la educación emocional y la enseñanza de las emociones en la etapa escolar primaria, teniendo a las tecnologías de la información y la comunicación (TIC) como medio de trabajo. El objetivo principal ha consistido en trabajar el conocimiento y la gestión de emociones del alumnado de 6.º curso de Educación Primaria, a través de la tecnología con la intención última de cooperar al desarrollo integral de la persona. Para demostrar la efectividad y los beneficios positivos del argumento y objetivo, se diseñó ex profeso un blog interactivo destinado al aprendizaje y la práctica emocional, base de la investigación cuantitativa presentada. El alumnado que configura la muestra del estudio procede de diversos centros educativos (públicos, concertados-privados) de la ciudad de Albacete (España). Los resultados revelaron que las niñas son más maduras emocionalmente que los niños y que el alumnado de centros públicos obtuvo puntuaciones más altas relativas a la inteligencia emocional que los alumnos de los centros concertado-privados. En conclusión, se defiende la necesidad de implementar diversos programas de educación emocional en los centros escolares de Educación Primaria para colaborar a la adquisición de la competencia emocional y lograr así un desarrollo pleno en el alumnado.

Este artigo procura explorar o conflito latente entre as emoções e a tomada de decisão do assistente social. Argumentamos que esta relação, para além de necessária, é possível, desde que os profissionais sejam capazes de identificar e gerir as suas próprias emoções. Esta ideia de uma melhor e mais adequada atuação profissional, coincide com a perspetiva de um profissional emocionalmente competente, que consegue trabalhar num ambiente emocionalmente intenso, que está consciente dos riscos que corre e procura tomar as medidas adequadas para se proteger das eventuais consequências negativas do seu trabalho. A inteligência emocional é por isso fundamental para que o assistente social seja capaz de reconhecer e compreender os seus próprios estados emocionais e aprender com essa mesma reflexão. A nossa proposta prende-se com a inevitável sensibilização para a integração nas disciplinas de Ética e Deontologia dos ciclos de estudos em Serviço Social, de um espaço que permita a realização de atividades que promovam o auto e hétero conhecimento dos estudantes, através do desenvolvimento de competências emocionais, bem como a procura de resolução de problemas, sempre com o objetivo de contribuir para o conhecimento sobre a construção da tomada de decisão ética, enquanto desígnio do Serviço Social.

Violence against women constitutes a violation of human rights and a public health emergency. It is necessary to analyze variables that could be linked to it and are susceptible to being worked on to prevent or solve this situation. The present study aims to describe the attachment styles, dimensions of emotional intelligence, and levels of resilience of women victims of gender violence, and to establish if there is a relationship between them. To this end, we worked with 130 women between 30 and 60 years old, victims of gender violence in the couple, who attended a municipal comprehensive care center in the city of San Salvador de Jujuy, selected through a non-probabilistic sampling of voluntary participants; These women were administered, in person, a survey created for the occasion, the perceived emotional intelligence scale, the scale on attachment styles in romantic and non-romantic relationships, and the resilience scale. A descriptive correlational, cross-sectional design was used. The participants showed adequate attention and emotional repair, but emotional clarity showed that it needed to be improved. The fearful-avoidant attachment style represented the majority of those evaluated, followed by anxious attachment. The highest percentage showed low levels of resilience. A relationship was detected between the dimensions of emotional intelligence, levels of resilience and attachment styles. The results obtained can be of practical use to undertake actions in the psychosocial treatment and prevention of this problem.

A inteligência emocional é um aspeto fulcral na educação. O estudo de teor misto (exploratório, transversal, descritivo, analítico e interpretativo) numa turma do 4º ano do Ensino Básico português, pretendeu desenvolver as habilidades socio-emocionais nos alunos, tendo decorrido em 2022. As técnicas: observação participante; aplicação do Teste Sociométrico de Amizade e Questionário de Habilidades Emocionais, nas fases Pré e Pós de aplicação dum Programa de Inteligência Emocional (18 sessões), com respetiva metodologia de ação; entrevista semiestruturada à professora; ‘focus group’; notas de campo. Os objetivos foram seguintes: Conhecer as emoções boas e menos boas; Analisar se os alunos identificam, controlam e lidam com as suas emoções e dos seus pares; Desenvolver as habilidades socio-emocionais pelo Programa; Identificar as relações interpessoais de amizade dos alunos; Consciencializar os professores para educação das emoções na sua prática educativa. Os resultados evidenciaram como as práticas dos alunos influenciaram significativamente na inteligência emocional e estas no seu desempenho e clima de aula (convivência). O teste e questionário comprovaram (fase Pós-teste) que o programa foi útil nos alunos melhorando a convivência diária da turma, o ambiente educativo e convivências escolar. Essa comprovação ficou bem expressa nas relações de amizade (sociograma) e nas pontuações obtidas no questionário (fase Pós) aplicação programa. A eficácia do programa permitiu incremento das relações interpessoais, desenvolvimento das habilidades sociais e uma melhoria na autoestima/empatia e gestão e controlo das emoções pelos alunos.

El objetivo del estudio es determinar la percepción acerca de la evaluación de la formación profesional, desde la perspectiva de los aprendices que se encuentran en etapa lectiva, de programas de tecnólogos y técnicos del Servicio Nacional de Aprendizaje (SENA), Centro Nacional de Asistencia Técnica a la Industria (ASTIN). Para ello, a partir de una muestra de 24 fichas o cohortes de los programas, en la que participaron 210 aprendices, se llevó a cabo un estudio exploratorio utilizando mapas de empatía para recoger la información y estadística descriptiva e inferencial para analizar los resultados. A partir del análisis de contenido de la información obtenida se generaron categorías de variables dependientes e independientes, las cuales se analizaron mediante una matriz de correlaciones. Los resultados obtenidos sugieren que la inteligencia emocional juega un papel determinante en los procesos de evaluación de la formación profesional, debido a su relación con el desempeño académico. Las implicaciones para la comunidad educativa están relacionadas con generar entornos donde se lleve a cabo una adecuada gestión de las emociones. La importancia del estudio radica en señalar que los aspectos emocionales pueden contribuir con un mayor aprendizaje en el contexto educativo de tecnólogos y técnicos de formación profesional.

El propósito central de este estudio se enfoca en desarrollar un modelo explicativo de la felicidad subjetiva en adultos de Tacna, integrando la inteligencia emocional y la satisfacción con la vida como variables centrales. La muestra abarcó a 191 adultos de Tacna, con una distribución de género que comprendió el 54% de mujeres y el 46% de hombres. Se aplicaron tres modelos de ecuaciones estructurales para examinar la felicidad subjetiva en esta población. En el Modelo 1, se registró un cociente Chi-cuadrado sobre grados de libertad (X2/GL) de 1.644, con un Índice de Ajuste Comparativo (CFI) de 0.933, un Índice de Tucker-Lewis (TLI) de 0.919 y un Índice de Ajuste Normado por Parsimonia (PNFI) de 0.702. En el Modelo 2, luego de la eliminación de un predictor, se observó un X2/GL de 1.527, CFI de 0.951, TLI de 0.939 y PNFI de 0.709. Al incorporar una covarianza en el Modelo 3, se evidenciaron mejoras, con un X2/GL de 1.438, CFI de 0.959, TLI de 0.949 y PNFI de 0.706. La correlación más significativa se observó entre la felicidad subjetiva y la inteligencia emocional, con un valor p de 0.004. No se encontraron diferencias significativas en la felicidad, inteligencia y satisfacción entre mujeres y hombres al realizar comparaciones por género. Estos resultados señalan que el Modelo 3 presenta el ajuste más sólido y una correlación significativa entre la felicidad y la inteligencia emocional

El covid-19, causada por el virus SARS-CoV-2, es una enfermedad que inició en Wuhan, China, en 2019 causando desde infecciones asintomáticas hasta casos graves como neumonía. El estrés pro-vocado por el distanciamiento social, el miedo a contagiarse y los problemas económicos han incrementado problemas psicológicos y emocionales. Ante esto, el manejo de la Inteligencia Emocional (ie) desempeña un papel importante durante el transcurso de la enfermedad. El diseño de este estudio fue cuantitativo descriptivo y observacional; el objetivo fue identificar cómo manejaron su ielos adultos cuando padecieron covid-19; se aplicó el instrumento TMMS-24 de junio de 2021 a enero de 2022 y se incluyeron 105 personas de distintas edades. Se analizaron los datos sobre el ma-nejo de la ie en aquellas personas que tuvieron covid-19. En con-clusión, las mujeres fueron las más afectadas respecto a su ie al afrontar covid-19 y deberían mejorar la atención de sus emociones respecto a sí mismas y los demás.

The relevance of the study stems from the urgent need for a modern understanding and effective work with people with autism spectrum disorder (ASD). Autism significantly affects the social skills, emotional development, and perception of the world of this special group. In the modern clinical context, the use of emotional intelligence (EI) is becoming a priority for optimal work with this audience. The study aims to develop and test an application for the development of emotional intelligence in people with ASD. The study takes into account an individualised approach, adapting tasks to different levels of cognitive development. Parents and relatives of children with ASD can use the app as a tool for additional development of emotional skills at home. Technological developers can find innovative approaches to creating solutions for people with ASD in the app. The findings of the study may be of interest to psychologists, educators, and organisations that provide psychosocial and educational support to this group. The study's main limitations include the limited number of participants and the lack of long-term follow-up. The findings can serve as a basis for further research and the development of new approaches to working with this special group. In the future, it is important to investigate how different forms of EI-based therapies can affect specific aspects of emotional development in children and adults with ASD. The possibility of integrating EI into existing therapeutic approaches and programmes is also an area for further research aimed at developing more comprehensive clinical intervention strategies. [ABSTRACT FROM AUTHOR]

Introduction: In health professionals, skills that allow them to deal with their own emotions and those of others guarantee the quality of care provided and an effective therapeutic relationship. Hence, they are fundamental for nurses, namely for those who work in family health units. Objective: To analyze the relationship between the emotional competence of nurses working in family health units in a group of health centers in the north of Portugal and their sociodemographic and professional characteristics. Method: Quantitative methodology, of the transversal descriptive-correlational type. Data collected through an electronic questionnaire that consisted of two parts: sociodemographic and professional characteristics of the participants and emotional competence questionnaire. 66 nurses composed the sample. Results: The nurses in the study showed high levels of emotional competence (mean = 205.1, standard deviation = 20.9). There were no statistically significant differences between sociodemographic and professional characteristics and emotional competence. Conclusions: Although the relationship between emotional competence and sociodemographic and professional characteristics is unclear, the importance of emotional intelligence in care practice is certain. [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 or posted to a listserv without the copyright holder's express written permission. 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.)

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 or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Gestión Joven is the property of Asociacion Espanola de Contabilidad y Administracion de Empresas and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

The objective of this study was to investigate the impact of emotional intelligence (EI) and the Big Five personality traits on the attainment of success in leadership positions within hospital administration. The researchers predicted the association between emotional intelligence (EI) and neuroticism, anticipating a negative link. Additionally, they projected a positive relationship between EI and the Big Five personality traits, specifically openness to experience, agreeableness, openness to new ideas, and extraversion. The primary objective of this study is to fill a void in the existing body of research by examining the relationship between personality, emotional intelligence (EI), and leadership effectiveness and performance. Our results indicate that the association between individual differences, leadership, and performance exist. This study did not examine the firm's performance metrics, but the disturbances' absorption of measurement errors in the endogenous regressors, which are independent of the exogenous, and minimize coefficient estimate biasesas as held by (Antonakakis et al., 2020). Individual predictors had a low to moderate effect on variation, but their aggregate influence accounted for 56% of transformational leadership variance and 26% of management leadership effectiveness variance. Our study supported merits consideration due to the implementation of controls such as age and managerial experience, the utilization of a longitudinal measure of effectiveness, and the mitigation of common method variance through the use of measures from different sources for predictors and criteria. [ABSTRACT FROM AUTHOR]

Copyright of Revista Espacios is the property of Talleres de Impresos Oma and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

Copyright of Cuadernos del Centro de Estudios de Diseño y Comunicación is the property of Cuadernos del Centro de Estudios de Diseno y Comunicacion and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. 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.)

The article tries to make an approach to pedagogy with the main idea of understanding what is the link with the institutional administration. To this end, some challenges that must be faced by the school institutional administration are outlined, such as values, education for peace and emotional intelligence, but not without first mentioning some elements around scientific and positivist pedagogy, systems theory. In the final reflections, mention is made of how it is necessary to rethink the institutional administration without losing sight of the fact that it must be assumed in a participatory way by all the members of the school. [ABSTRACT FROM AUTHOR]

The work of teachers is not only the transmission of academic knowledge, but also to guide students so that they live the experience of learning for life in an enriching and innovative way. In this way, we guarantee that they face challenges with greater understanding, creativity and a sense of responsibility. The objective of this research is a bibliographic study on the development of emotional intelligence in students aged 5 to 6 years of the Captain Rafael Morán Valverde de Salinas Educational Unit, 2023 through children's reading. The research methodology corresponds to descriptive research with a hermeneutic qualitative approach applying the prism methodology. The results indicate how reading skills are more easily developed through a didactic proposal that combines the development of emotional intelligence. It should also be noted that there is currently not much practice in handling these variables. The transfer of knowledge experienced in this way is minimal, but there is a wide range of theoretical content that reveals the existing connection and the possibility of working on both concepts at the same time to better develop emotional skills in students. Finally, some actions are proposed that, from initial education, contribute to promoting this process. [ABSTRACT FROM AUTHOR]