Publication: Eficacia del programa educativo PIEI y su relación con la inteligencia emocional autoinformada y la autopercepción de competencias emocionales adquiridas, en estudiantes universitarios
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2016-05-18
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Universidad Complutense de Madrid
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Abstract
Esta investigación surge de la necesidad de atender la educación emocional en el ámbito universitario y para ello, se crea un Programa de Inteligencia Emocional Intensivo (PIEI en adelante) para aplicar a los estudiantes universitarios. El título de esta tesis: “Eficacia del Programa Educativo PIEI y su relación con la inteligencia emocional autoinformada y la autopercepción de competencias emocionales adquiridas, en estudiantes universitarios” apoya el objetivo de conocer si en este estudio existe impacto en inteligencia emocional autoinformada y la autopercepción de competencias emocionales, en estudiantes (hombres y mujeres) pertenecientes a diferentes universidades de la Comunidad de Madrid. La misión es conocer la eficacia de este programa formativo PIEI y saber si tras su aplicación: • Se muestra alguna diferencia estadísticamente significativa en inteligencia emocional autoinformada (atención, claridad y reparación emocional). • Se produce alguna diferencia en la autopercepción de competencias emocionales adquiridas, relativas a conciencia emocional, regulación emocional e inteligencia interpersonal. • Se puede generalizar su aplicación a más ámbitos de intervención, además del educativo, tales como el empresarial, sanitario, social y deportivo. • Se puede expandir su eficacia con rapidez, a nivel nacional e internacional, gracias a sus condiciones innovadoras de aplicabilidad: breve duración y bajo coste económico...
The origin of this research lies in the need to address Emotional Education in the University context. For this purpose, an Intensive Programme of Emotional Intelligence (PIEI1 • there is any statistical difference in self-reported Emotional Intelligence (Emotional Repair, Attention and Clarity) , in its Spanish acronym) was developed to be implemented with University students. The title of this thesis: “Effectiveness of PIEI Education Programme and its relationship with self-reported Emotional Intelligence and self-perception of acquired Emotional Intelligence competencies of University students” contributes to the aim of proving whether there is an impact on self-reported Emotional Intelligence and self-perception of emotional competencies in students (male and female) of several universities of the Autonomous Community of Madrid. The goal is to prove the effectiveness of PIEI training programme and to know if after its implementation: • there is any difference in self-perception of acquired emotional competencies, in relation with Emotional Awareness, Emotional Regulation and Interpersonal Intelligence. • it can be replicated in other intervention fields —apart from education—, such as business, health, society and sports. • its effectiveness can be rapidly expanded, at a national or international level, thanks to the innovative characteristics of its applicability: short duration and low cost...
The origin of this research lies in the need to address Emotional Education in the University context. For this purpose, an Intensive Programme of Emotional Intelligence (PIEI1 • there is any statistical difference in self-reported Emotional Intelligence (Emotional Repair, Attention and Clarity) , in its Spanish acronym) was developed to be implemented with University students. The title of this thesis: “Effectiveness of PIEI Education Programme and its relationship with self-reported Emotional Intelligence and self-perception of acquired Emotional Intelligence competencies of University students” contributes to the aim of proving whether there is an impact on self-reported Emotional Intelligence and self-perception of emotional competencies in students (male and female) of several universities of the Autonomous Community of Madrid. The goal is to prove the effectiveness of PIEI training programme and to know if after its implementation: • there is any difference in self-perception of acquired emotional competencies, in relation with Emotional Awareness, Emotional Regulation and Interpersonal Intelligence. • it can be replicated in other intervention fields —apart from education—, such as business, health, society and sports. • its effectiveness can be rapidly expanded, at a national or international level, thanks to the innovative characteristics of its applicability: short duration and low cost...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Psicología, Sección Departamental de Psicología Evolutiva y de la Educación, leída el 20-11-2015