Emotional intelligence profiles and learning strategies in secondary school students
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http://hdl.handle.net/10045/73894
Títol: | Emotional intelligence profiles and learning strategies in secondary school students |
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Autors: | 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. |
Grups d'investigació o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Psicología Social y Salud (PSS) |
Centre, Departament o Servei: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Comunicación y Psicología Social |
Paraules clau: | Emotional intelligence | Learning strategies | LSQ | TMMS-24 | Adolescents |
Àrees de coneixement: | Psicología Evolutiva y de la Educación | Psicología Social |
Data de publicació: | 2017 |
Editor: | Routledge |
Citació bibliogràfica: | Educational Psychology. 2017, 37(2): 237-248. doi:10.1080/01443410.2016.1156057 |
Resum: | 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 |
Idioma: | eng |
Tipus: | info:eu-repo/semantics/article |
Drets: | © 2016 Informa UK Limited, trading as Taylor & Francis Group |
Revisió científica: | si |
Versió de l'editor: | http://dx.doi.org/10.1080/01443410.2016.1156057 |
Apareix a la col·lecció: | INV - PSS - Artículos de Revistas INV - SOCEDU - Artículos de Revistas |
Arxius per aquest ítem:
Arxiu | Descripció | Tamany | Format | |
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2017_Ingles_etal_EduPsychol_final.pdf | Versión final (acceso restringido) | 955,12 kB | Adobe PDF | Obrir Sol·licitar una còpia |
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