Avances en el estudio de la Inteligencia Emocional

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Preliminary results of the Children’s Emotional Intelligence Assessment measure (CEIA) must be exercised with these interpretations however given the small sample of the pilot study (N = 18). The moderately high correlations between the CEIA Total score and the Teacher and Peer Ratings indicates that the abilities measured by the CEIA are associated with the prosocial emotion-related behaviors observed by others in the children’s school environment. In this way, the CEIA might be able to predict social-emotional functioning in school settings. It may also hold promise to determine what ability areas may be lacking in cases where students are referred for behavior problems in schools. The breakdown of correlations between the Part 2 (Other Focus abilities) with Peer ratings and the Part 3 (Self Focused abilities) with Teacher ratings suggests a pattern in social relationships within the classroom environment. Peers will be more sensitive to the “other focused” abilities of a child since those abilities will directly impact how the child interacts with classmates. In this way, the CEIA part 2 score can be a good indicator of success in peer relations in particular. The correlations between Part 3 and Teacher ratings suggests that the teachers in the study were sensitive to the children’s own personal emotional functioning and could accurately assess emotions in the children that the children themselves could access. At the subcomponent level, the teachers ratings were associated with the students self-focused abilities to understand emotional dynamics, to regulate emotions, and the embodiment of emotions. Given the small sample of teachers in this one school who completed the questionnaire, it cannot be inferred that all teachers will be this sensitive to students emotions. The Part 3 Total score and subcomponent scores of the CEIA however, highlights the important dimension of the students’ self awareness. In future applications, disparities between a sensitive teacher’s perception of a student and the student’s own perception of emotions can be a focus of interventions to improve emotional intelligence. The nonsignificant relations between the CEIA and the DANVA may be due to the different modalities of perception. The DANVA assesses nonverbal perception of emotions through visual and auditory stimuli. The emotional perception components of the CEIA were measured through primarily verbal means (i.e. Stories). This highlights a potential limitation in the CEIA, namely, that verbal language abilities will affect the accuracy of its results. The correlations between the CEIA and self concept suggests that this personality factor can influence the recognition of emotions. Negative self concept on the PAIC in particular was correlated with both the Other Focused Identification of emotions (Part 2 subcomponent) and the Self Focused Identification of emotion (Part 3 subcomponent) as well as with the Other Focused Dynamics (Part 2 subcomponent). Tentative inferences can be drawn that suggest when children are more negative in their self concepts (that is, they chose more negative attributes to describe themselves) they tend to be more sensitive toward identifying emotions in themselves and others as well as being attuned to the dynamics (intensity and duration of emotions) in others. Negative self concept therefore, may lead a child to be more attentive to emotions and the emotional potentials in others, perhaps as an adaptive function. In sum, the preliminary analysis of the CEIA results suggest that it holds promise as an individually administered performance-based measure of EI that may assist in the assessment of adaptive emotion related abilities in school settings for elementary school children. Further research is needed with a larger, more diverse sample that employs additional measures of related concepts to establish validity. References Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): A Test of Emotional Intelligence. Toronto, Canada: Multi-Health Systems. Bar-On, R., & Parker, J.D.A. (2000). The Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV). Toronto, Canada: Multi-Health Systems. Boyatzis, R., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: insights from the emotional competence inventory (ECI). In R. Bar-On & J.D.A. Parker (Eds.): Handbook of emotional intelligence (pp. 343-362). San Francisco: Jossey-Bass. Mayer, J., Caruso, D., & Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27, 267-298. Mayer, J. Caruso, D. & Salovey, P. (2005) The Ma- 120
Avances en el estudio de la Inteligencia Emocional yer-Salovey-Caruso Emotional Intelligence Test- Youth Version Research Version. Toronto: Multi-Health Systems. Mayer, J. & Salovey, P. (1997). What is emotional intelligence? In Salovey, P. & Sluyter, D. J. Emotional development and emotional intelligence. pp. 3-31. New York: HarperCollins. Mayer, J., Salovey, P., & Caruso, D. (1999). Test manual for the MSCEIT research version 1.1, 3 rd ed. Toronto, Canada: Multi-Health Systems. Mayer, J. Salovey, P., & Caruso, D. (2000) Models of emotional intelligence. In R. Sternberg (Ed.) Handbook of intelligence. pp. 396-420. New York: Cambridge University Press. Mayer, J., Salovey, P., & Caruso, D. (2002). The Mayer-Salovey-Caruso Emotional Intelligence Test Users Manual. North Tonawanda, New York: Multi Health Systems. Nowicki, S. Jr., & Duke, M. P. (1994). Individual differences in the nonverbal communication of affect: The Diagnostic Analysis of Nonverbal Accuracy Scale. Journal of Nonverbal Behavior, 18, 9-35. Pellitteri, J.S. & Stern, R. (2004). EI-Kids: Children’s emotional intelligence assessment: Administration and scoring manual Research Version 1.1 (unpublished) Rivers, S.A., Brackett, M. & Salovey, P. (2008). Measuring emotional intelligence as a mental ability in adults and children. In G.J. Bolye, G. Matthews, & D.H. Saklofske (Eds.). The sage handbook of personality theory and assessment (pp. 440-460). Los Angeles, CA: Sage. 121
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La Fundación Marcelino Botín, cre
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Créditos Coordinación Pablo Fern
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111 A review of the relationship be
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365 Inteligencia emocional, conocim
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Prólogo El I Congreso Internaciona
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Avances en el estudio de la Intelig
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Interrelación entre: Inteligencia
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Interrelación entre: Inteligencia
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El Test de Sensibilidad a las Inter
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La Inteligencia Emocional en Brasil
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Trait Emotional Intelligence eviden
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Trait Emotional Intelligence Table
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Trait Emotional Intelligence akness
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Trait Emotional Intelligence (2002)
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El estilo rumiativo: Causas, consec
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El papel de la Inteligencia Emocion
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Efecto modulador del optimismo en l
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Docencia: Trabajo en equipo y emoci
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Docencia: Trabajo en equipo y emoci
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La línea de la vida: integración
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Dolor postoperatorio e inteligencia
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Inteligencia emocional y manejo de
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Estudio de la influencia de factore
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Inteligencia y Arquitectura Emocion
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Los moldes mentales de la esquizofr
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Los moldes mentales de la esquizofr
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Los Moldes Mentales reflejados en l
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¿Qué aspectos de la inteligencia
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Relación entre inteligencia emocio
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La IEP y su relación con la presen
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Control de la violencia en jóvenes
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Control de la violencia en jóvenes
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Inteligencia Emocional Autoinformad
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Inteligencia Emocional Autoinformad
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Relación entre la experiencia y la
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Inteligencia emocional autoinformad
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Relación entre la inteligencia emo
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¿Importa la inteligencia emocional
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¿Importa la inteligencia emocional
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Inteligencia emocional y depresión
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Inteligencia emocional y depresión
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3 | ESTUDIOS EDUCATIVOS
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Valoración de los maestros de dime
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Adaptación psicosocial e inteligen
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¿Son la Inteligencia Emocional, la
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Las habilidades emocionales en el c
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La gestión emocional en la formaci
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La gestión emocional en la formaci
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What do you fear about middle schoo
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What do you fear about middle schoo
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El cuaderno de bitácora y la Intel
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El cuaderno de bitácora y la Intel
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Una lección emocional Tabla 1. Cua
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Una lección emocional (2003). Meas
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Dramatización y educación emocion
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Dramatización y educación emocion
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Inteligencia emocional: intervenci
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Proyecto “Eudaimon”: un program
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¡Emociónate con tu familia! Progr
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Un recurso innovador de apoyo a la
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Un recurso innovador de apoyo a la
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Avances en el estudio de la Inteligencia Emocional

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