Emotional intelligence, motivation and academic performance in childhood education

Article Sidebar

PDF (Español (España))
Published: Aug 13, 2019
DOI: https://doi.org/10.17060/ijodaep.2019.n1.v3.1493
Keywords:
emotional intelligence academic motivation academic achievement preschoolar children emotional training

Main Article Content

Ana María de Caso Fuertes
Universidad de León
Jana Blanco Fernández
Universidad de León
Marian García Mata
Universidad de León
Alfredo Rebaque Gómez
Universidad de León
Rocío García Pascual
Universidad de León

Abstract

Because of the increase of the interest in the influence of emotional intelligence in education,
this research aims to prove the influence of an emotional training in the academic achievement of preschool´s children, all of it related to academic motivation. Participants were 44 children who attend to second grade of preschool. They were divided into two groups: the control one and the experimental one, which received the emotional training. Participants were assessed with a new cuestionnaire designed to this study, taking into account the children

Downloads

Download data is not yet available.

Article Details

How to Cite
de Caso Fuertes, A. M., Blanco Fernández, J., García Mata, M., Rebaque Gómez, A., & García Pascual, R. (2019). Emotional intelligence, motivation and academic performance in childhood education. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 3(1), 283–292. https://doi.org/10.17060/ijodaep.2019.n1.v3.1493
Issue
Vol. 3 No. 1 (2019): Educational Psychology and Primary Knowledge
Section
Articles
Authors who publish with this journal agree to the following terms:
 
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to copy and redistribute the material in any medium or format under the following terms:

 

Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

NonCommercial — You may not use the material for commercial purposes.

NoDerivatives — If you remix, transform, or build upon the material, you may not distribute the modified material.

 
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
 
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
 
The authors are responsible to obtain the appropriate permissions to reproduce material (text, images or graphics) from other publications and to quote their origin correctly.
 

References

Barchard, K. (2003) Does emotional intelligence assist in the prediction os academic succes? Educational and Psychological Measurement, 63 (5), 840- 858.

Bastian, V.A., Burns, N.R., & Nettelbeck, T. (2005). Emotional Intelligence predicts life skills, but not as well as personality and cognitive abilities. Personality and Individual Differences, 39 (6),

-1145.

Belmonte, V., Parodi, A., Bermejo, R., Ruiz, M.J., Sainz, M. & Belmonte-Lillo, V. (2017). Relaciones entre aptitud intelectual, inteligencia emocional y creatividad en alumnado de ESO. International Journal of Developmental and Educational Psychology, 1 (1), 35-44.

Bisquerra, R. (2013). Educación Emocional. Propuestas para educadores y familias. Bilbao: DESCLÉE DE BROUWE.

Carrillo, A., Estévez, C., Gómez-Medina, M.D. (2018). ¿Influyen las prácticas educativas en el desarrollo de la Inteligencia Emocional de sus hijos? International Journal of Developmental and Educational Psychology, 1 (1), 203-212.

Caruso, D.R., Mayer, J.D., & Salovery, P. (2009). Test de inteligencia emocional. Madrid: TEA Ediciones.

Fernández- Berrocal, P. & Ruiz, D. (2008). La inteligencia emocional en la Educación. Revista Electrónica de Investigación Psicoeducativa, 6 (2), 421-436.

Goleman, D. (1996). Inteligencia emocional. Barcelona, España: Kairós.

Guil, R., Gil-Olarte, P., Serrano, N. & Larrán, C. (2014). Desarrollo de la Inteligencia Emocional de 0 a 3 años. International Journal of Developmental and Educational Psychology, 1 (2), 585-594.

Hernández, P. (2005). ¿Puede la Inteligencia Emocional predecir el rendimiento? Potencial predictor de los Moldes Mentales. Revista Interuniversitaria de Formación del Profesorado, 19 (3), 45-62.

Jiménez, M.I., & López- Zafra, E. (2009). Inteligencia emocional y rendimiento escolar: estado actual de la cuestión. Revista Latinoamericana de Psicología, 41 (1), 69-79.

Mayer, J.D., Roberts, R.D. & Barsade, S.G. (2008). Human Abilities Emotional Intelligence. The Anuual Review of Psychology, 59, 507-536.

Newsome, S. Day, A.L. & Catano, V.M. (2000). Assessing the predictive validity of emotional intelligence. Personality and Individual Differences, 29, 1005-1016.

Nóbrega, N. & Franco, G. (2014). Inteligencia emocional y actividad lectora en una escuela de 1º ciclo. International Journal of Developmental and Educational Psychology, 5 (1), 159-166.

Pérsico, L. (2016). Inteligencia emocional. Madrid, España: LIBSA.

Real Decreto 1630/2006, de 29 de diciembre, por el que se establecen las enseñanzas mínimas del segundo ciclo de Educación Infantil. (BOE núm. 4, 3 de mayo de 2006).

Salovery, P. & Grewal, D. (2005). The Science of Emotional Intelligence. Current Directions in Psychological Science, 14, 281-285

Sánchez, M.T. & Hume, M. (2004). Evaluación e intervención en inteligencia emocional y su importancia en el ámbito educativo. Revista de Docencia e investigación, 14, 1-26.