Emotional intelligence and reading activity in a 1st cycle school

Article Sidebar

PDF (Español (España))
Published: Dec 21, 2014
DOI: https://doi.org/10.17060/ijodaep.2014.n1.v5.658

Main Article Content

Natalie de Nóbrega dos Santos
Universidad de Madeira
Glória Franco
Universidad de Madeira

Abstract

The literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias and Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate significant and positive relationships between the number of books read in the extracurricular activity with emotional understanding and the perception of emotional intelligence.

Downloads

Download data is not yet available.

Article Details

How to Cite
de Nóbrega dos Santos, N., & Franco, G. (2014). Emotional intelligence and reading activity in a 1st cycle school. International Journal of Developmental and Educational Psychology. Revista INFAD De Psicología., 5(1), 159–166. https://doi.org/10.17060/ijodaep.2014.n1.v5.658
Issue
Vol. 5 No. 1 (2014): THE POWER OF EMOTIONS: POSITIVE PSYCHOLOGY
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

Amaro, R. (2009). Hábitos de jovens leitores de jornais online: um estudo de caso na Universidade Fernando Pessoa. (Dissertação de Mestrado). Universidade Fernando Pessoa.

Bar-On, R. (1997). The emotional intelligence inventory (EQ-i): Technical manual. Toronto: Multi-Health Systems.

Bloom, H. (2000). Como e porque ler (J.R. O’Shea). Rio de Janeiro: Objectiva.

Brackett, M., Mayer, J., & Warner, R. (2004). Emotional intelligence and its relation to everyday behavior. Personality and Individual Differences, 36, 1387-1402. doi:10.1016/S0191-8869(03)00236-8

Brackett, M., Rivers, S., Shiffman, S., Lerner, N., & Salovey, P. (2006). Relating Emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91 (4), 780-795. doi: 10.1037/0022-3514.91.4.780

Candeias, A., & Rebocho, M, (2007). Questionário de Inteligência Emocional de Bar-On (Instrumento não publicado de avaliação psicológica).

Extremera, N., Fernández-Berrocal, P., Ruiz-Aranda, D., & Cabello, R. (2006). Inteligencia emocional, estilos de respuesta y depresión. Ansiedad y Estrés, 12 (2-3), 191-205.

Retrieved from http://emotional.intelligence.uma.es/documentos/ PDF26estilos_respuesta_depresion.pdf

Fernández-Berrocal, P., & Aranda, D. (2008). Inteligencia emocional en la educación. Revista Electrónica de Investigación Psicoeducativa, 6 (2), 421-436.

Retrieved from http://emotional.intelligence.uma.es/documentos/pdf66school_context.pdf

Freitas, L. (2012). A inteligência emocional e a leitura: um estudo com crianças do 1.º ciclo do ensino básico. (Dissertação de Mestrado). Universidade da Madeira, Funchal.

Garcez, L.H. (2001). Técnica de redação: o que é preciso saber para bem escrever. São Paulo: Martins Fontes.

García, A.C., & Ibáñes, V.G. (2010). La Lectura como Factor Determinante del Desarrollo de la Competencia Emocional: Un Estudio Hecho con Población Universitaria. Revista de Investigación Educativa, 28(2), 345-359.

Gil-Olarte, P., Palomera, R., & Brackett, M. (2006). Relating Emotional intelligence to social competence and academic achievement in high school students. Psicothema, 18 (supl.), 118-123.

Hogan, P.C. (2011). What Literature Teaches Us about Emotion. New York: Cambridge University Press.

Lopes, J.A. (2002). Problemas de comportamento, problemas de aprendizagem e problemas de ensinagem. Coimbra: Quarteto Editora.

Lopes, P., Salovey, P., & Straus, R. (2003). Emotional Intelligence, personality, and the perceived quality of social relationships. Personality and Individual Differences, 35 (3), 641-658. doi:10.1016/S0191-8869(02)00242-8

Lopes, P., Salovey, P., Côté, S., & Beers, M. (2005). Emotion regulation ability and the quality of social interaction. Emotion, 5 (1), 113-118. doi: 10.1037/1528-3542.5.1.113

Martins, A., Ramalho, N., & Morin, E. (2010). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Personality and individual differences, 49, 554-564. doi:10.1016/j.paid.2010.05.029

Mata, L., Monteiro, V., & Peixoto, F. (2009). Motivação para a leitura ao longo da escolaridade. Análise Psicológica, 4 (27), 563-572.

Mayer, J., & Salovey, P. (1997). What Is Emotional Intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence. Educational Implications. (pp. 3-31). New York: Basic Books.

Mendoza, A.F. (2005). Notas introductorias sobre la lectura y la formación lectora. En L.J. Tigero (Coord.), la seducción de la lectura en edades tempranas. (pp.21-37). Madrid: Ministerio de Educación Cultura y Deporte.

Mestre, J., Guil, R., Lopes, P., Salovey, P., & Gil-Olarte, P. (2006). Emotional Intelligence and social and academic adaptation to school. Psicothema, 18, 112-117.

Molina, P., Bulgarelli, D., Arati, L., Gianotti, F., Cattich, F., Calizia, L., & Blijd-Hoogweiss, E. (2007). Developmental trend of children’s responses to TEC and to ToM-Storybooks: a study on concurrent validity. In V.L. Zammuner, & C. Galli (Eds.), Giornata di studio sulle emozioni. (pp. 171-174). Padova: CLEUP.

Montero, E., Villalobos, J., & Valverde, A. (2007). Factores institucionales, pedagógicos, psicosociales y sociodemográficos asociados al rendimiento academic en la Universidad de Costa Rica: Un análisis multinivel. Revista Electrónica de Investigación y Evaluación Educativa, 13 (2), 215-234. Retreived from www.uv.es/RELIEVE/v13n2/RELIEVEv13n2_5.htm

Nascimento, A.A. (2006). Literacia, leitura, (des)bloqueamentos. Revista de Estudos Ibéricos, 3, 289-309. Retrieved from http://ler.letras.up.pt/uploads/ficheiros/3765.pdf

Pons, F., Harris, P., & de Rosnay, M. (2004). Emotion comprehension between 3 and 11 years: Developmental periods and hierarchical organization. European journal of developmental psychology 1(2), 127-152. doi: 10.1080/17405620344000022

Ponte, M.M. (1997). El desarrollo de la creatividad y de la inteligencia emocional del niño a través de la lectura. Retirado de http://www.waece.org/biblioteca/pdfs/d082.pdf

Queirós, M., Extremera, N., Fernández-Berrocal, P., & Queirós, P. (2010). Ajuste Emocional e Saúde Mental no Jovem Adulto. In Actas do VII Simpósio Nacional de Investigação em Psicologia. (pp. 1095-1107). Braga: Universidade do Minho.

Queirós, M., Fernández-Berrocal, P., Extremera, N., Carral, J., & Queirós, P. (2005). Validação e fiabilidade da versão portuguesa modificada da trait-meta-mood scale. Revista de Psicologia, Educação e Cultura, 9 (1), 199-216.

Rebelo, J.A.S. (2000). Prefácio do livro de Santos, E. (2000), Hábitos de leitura em crianças e adolescentes. Um estudo em escolas secundárias. Coimbra: Quarteto.

Roazzi, A., Dias, M., Minervino, C., Roazzi, M., & Pons, F. (2008). Compreensão das emoções em crianças: estudo transcultural sobre a validação do teste de compreensão da emoção TEC (testo f emotion comprehension). In A. Noronha, C. Machado, L. Almeida, M. Gonçalves, S. Martins, & V. Ramalho (Coor.), Actas da XIII Conferência Internacional Avaliação Psicológica: Formas e Contextos (CD). Braga: Psiquilibrios.

Robinson, H.M., & Weintraub, S. (1973). Research Related to Children´s Interests and to Development Values of Reading. Library Trends, 22, 81-108.

Ruiz-Aranda, D., Rosario, C., Salguero, J., Castillo, R., Extremera, N., & Fernández-Berrocal, P. (2010). Los adolescentes malagueños ante las drogas: la influencia de la inteligencia emocional. Málaga: GEU.

Souza, Mestre Leila (2007). A importância da leitura para a formação de uma sociedade consciente. Proceedings Encontro Nacional de Ensino e Pesquisa da Informação - CINFORM, 7, 1-11.

Trinidad, D., & Johnson, C. (2002). The association between emotional intelligence and early adolescent tobacco and alcohol use. Personality and individual differences, 32 (1), 95-105. doi: 10.1016/S0191-8869(01)00008-3.