Publication: Eficacia del programa de inteligencia emocional intensivo (PIEI) en la inteligenica emocional y la conducta prosocial de alumnos de la ESO
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2019-05-17
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Universidad Complutense de Madrid
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Abstract
El desarrollo de la Inteligencia Emocional (IE) en la escuela se asocia con la reducción de problemas de conducta, la disminución del bullying y un menor consumo de sustancias adictivas, a la par que con una manifiesta ganancia en el rendimiento académico, la mejora de la relación maestro-alumno, el aumento de la Conducta Prosocial (CP) y un mayor bienestar. La bibliografía especializada manifiesta además que la IE es susceptible de ser desarrollada a través de programas específicos de intervención a lo largo de las distintas etapas del ciclo vital. Existen diversos programas para adolescentes, pero muy pocos han sido evaluados, especialmente en España. Objetivos: Adaptar, aplicar y evaluar un nuevo Programa de Inteligencia Emocional Intensivo (PIEI) para adolescentes. Comprobar la relación existente entre la IE y la CP. Estudiar cómo afectan la edad y el sexo a la IE y a la CP. Método: El estudio se realizó en un grupo de 207 estudiantes de la ESO de Madrid (50.72 % varones y 49.28 % mujeres), de entre 12 y 17 años (grupo cuasi experimental, n = 104; grupo control, n = 103). Se administraron dos instrumentos de evaluación antes y después de implementar el programa, así como en el seguimiento, 6 meses después de concluir la intervención: el cuestionario TMMS-24, que evalúa los componentes de la Inteligencia Emocional Percibida (IEP; Atención, Claridad y Reparación), y el TISS, que evalúa la CP...
The development of Emotional Intelligence (EI) in schools is related to a reduction of behavioral problems, a decrease in bullying and a lower consumption of addictive substances and, at the same time, is also related to a clear improvement of academic performance, a better student-teacher relationship, an increase in Prosocial Behavior (PB) and a greater well-being. The bibliography shows that EI can be improved with specific intervention programs throughout lifespan. There are several intervention programs for adolescents, but very few of them have been evaluated, especially in Spain. Objectives: This study aimed to a) adapt, apply and evaluate a new Intensive Program of Emotional Intelligence (IPIE) for adolescents, b) test the relationship between EI and PB, c) study how age and gender affect EI and PB. Method: The study was carried out with a group of 207 high school students from Madrid (50.72 % men and 49.28 % women), between 12 and 17 years old (n = 104, quasi-experimental group;n = 103, control group). Two assessment instruments were administered before and after implementing the program, as well as in the follow-up six months after, as follows: the TMMS-24 questionnaire, which evaluates the components of the Perceived Emotional Intelligence (PEI; Attention, Clarity and Repair), and the TISS, which evaluates PB...
The development of Emotional Intelligence (EI) in schools is related to a reduction of behavioral problems, a decrease in bullying and a lower consumption of addictive substances and, at the same time, is also related to a clear improvement of academic performance, a better student-teacher relationship, an increase in Prosocial Behavior (PB) and a greater well-being. The bibliography shows that EI can be improved with specific intervention programs throughout lifespan. There are several intervention programs for adolescents, but very few of them have been evaluated, especially in Spain. Objectives: This study aimed to a) adapt, apply and evaluate a new Intensive Program of Emotional Intelligence (IPIE) for adolescents, b) test the relationship between EI and PB, c) study how age and gender affect EI and PB. Method: The study was carried out with a group of 207 high school students from Madrid (50.72 % men and 49.28 % women), between 12 and 17 years old (n = 104, quasi-experimental group;n = 103, control group). Two assessment instruments were administered before and after implementing the program, as well as in the follow-up six months after, as follows: the TMMS-24 questionnaire, which evaluates the components of the Perceived Emotional Intelligence (PEI; Attention, Clarity and Repair), and the TISS, which evaluates PB...
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Tesis de la Universidad Complutense de Madrid, Facultad de Psicología, Departamento de Investigación y Psicología en Educación, leída el 10-12-2018