Inteligencia emocional del aula y su relación con el desempeño académico

  • Aitor Aritzeta Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Spain
  • Nekane Balluerka Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Spain
  • Arantxa Gorostiaga Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Spain
  • Itziar Alonso-Arbiol Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Spain
  • Mikel Haranburu Universidad del País Vasco/Euskal Herriko Unibertsitatea (UPV/EHU), Spain
  • Leire Gartzia Universidad del Deusto, Spain

Resumen

A pesar de la importancia nuclear de las emociones en el contexto académico no existen medidas de Inteligencia Emocional (IE) grupal aplicadas al aula. El objetivo del presente trabajo consistió en desarrollar un cuestionario para la medida de la IE grupal (G-TMMS) en contextos académicos. Las propiedades psicométricas del G-TMMS fueron examinadas en una muestra de 794 participantes dividida en 59 aulas (47% mujeres; Mediaedad = 16; DT = 1.4). El G-TMMS mostró una estructura unifactorial, una consistencia interna adecuada, estabilidad temporal y validez convergente. Además, la IE grupal del aula se mostró asociada con un mayor desempeño escolar grupal. El trabajo discute las implicaciones de esta nueva escala en el contexto educativo.

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