Emotional intelligence profiles and learning strategies in secondary school students

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Title: Emotional intelligence profiles and learning strategies in secondary school students
Authors: Inglés, Cándido J. | Martínez-Monteagudo, Mari Carmen | Pérez-Fuentes, M. Carmen | García-Fernández, José Manuel | Molero, María del Mar | Suriá Martínez, Raquel | Gázquez, José J.
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Psicología Social y Salud (PSS)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Comunicación y Psicología Social
Keywords: Emotional intelligence | Learning strategies | LSQ | TMMS-24 | Adolescents
Knowledge Area: Psicología Evolutiva y de la Educación | Psicología Social
Issue Date: 2017
Publisher: Routledge
Citation: Educational Psychology. 2017, 37(2): 237-248. doi:10.1080/01443410.2016.1156057
Abstract: The aim of this study was to analyse the relationship among emotional intelligence (EI) and learning strategies, identifying different emotional intelligence profiles and determining possible statistically significant differences in learning strategies through the identified profiles. Thousand and seventy one Spaniards secondary school students aged 14–17 participated in the study, completing the Trait Meta-Mood Scale-24 (TMMS-24) and the Cuestionario de Estrategias de Aprendizaje [Learning Strategies Questionnaire] (LSQ). Cluster analysis identified four differentiated EI profiles: a group of adolescents with a low EI profile, a group with high scores in attention and low scores in repair, a high EI profile group, and a group of adolescents with predominance of low attention and high repair. The results also revealed statistically significant differences among the profiles in most of the learning strategies, in which students with high general EI and those with predominance of low attention and high repair use more learning strategies than the other groups, suggesting the importance of developing programmes of emotional skills to study in greater depth EI and its influence on students’ learning strategies.
URI: http://hdl.handle.net/10045/73894
ISSN: 0144-3410 (Print) | 1469-5820 (Online)
DOI: 10.1080/01443410.2016.1156057
Language: eng
Type: info:eu-repo/semantics/article
Rights: © 2016 Informa UK Limited, trading as Taylor & Francis Group
Peer Review: si
Publisher version: http://dx.doi.org/10.1080/01443410.2016.1156057
Appears in Collections:INV - PSS - Artículos de Revistas
INV - SOCEDU - Artículos de Revistas

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