Actitudes sociales y adaptación social en adolescentes españolesel papel de la inteligencia emocional percibida

  1. Jiménez Arias, Lourdes Isabel
  2. López Zafra, Esther
Journal:
International Journal of Social Psychology, Revista de Psicología Social

ISSN: 0213-4748,  1579-3680

Year of publication: 2011

Volume: 26

Issue: 1

Pages: 105-117

Type: Article

DOI: 10.1174/021347411794078417 DIALNET GOOGLE SCHOLAR

More publications in: International Journal of Social Psychology, Revista de Psicología Social

Abstract

The aim of this study was 1) to analyse whether perceived emotional intelligence (PEI) is related to social attitudes in a sample of Spanish adolescents, and 2) to examine the influence of both variables on students' social adaptation as assessed through teachers' evaluations. The sample were 153 first and second stage secondary education students (ESO), aged between 11 and 17 years (M = 13.6; Sd = 1.59). Perceived emotional intelligence was measured using the Trait Meta Mood Scale (TMMS-24), which evaluates different intrapersonal dimensions (attention, clarity and emotional repair), and students' social attitudes (pro-social, asocial and antisocial) was assess through the Attitudes and Social Cognitive Strategies Questionnaire (Cuestionario de Actitudes y Estrategias Cognitivas Sociales, AECS). Our results provide evidence that the PEI was significantly related to specific pro-social attitudes. Moreover, prosocial attitudes such as Help and Collaboration, and the intrapersonal dimension Emotional Attention predicted students' social adaptation as reported by the teacher. These results have important educational implications, since knowledge of the processes by which emotional intelligence is related to social adaptation will allow us to more effectively use emotional education as an intervention strategy in education.

Bibliographic References

  • Augusto, J. M. & López-zafra, E. (2010). The impact of Emotional Intelligence on Nursing: an overview. Psychology, 1, 50–58.
  • Brackett, M., Rivers, S., Shiffman, S., Lerner, N. & Salovey, P. (2006). Relating emotional abilities to social functioning: a comparison of self-report and performance measures of emotional intelligence. Journal of Personality and Social Psychology, 91, 780–795.
  • Briñol, P., Falces, C. & Becerra, A. (2007). Actitudes. En J. F. Morales, M. Moya, E. Gaviria & I. Cuadrado, (Coords.) Psicología social (3a ed.) (pp. 457–490). Madrid: McGraw-Hill.
  • Briñol, P., Gandarillas, B., Horcajo, J. & Becerra, A. (2010). Emotion and meta-cognition: implications for attitude change. Revista de Psicología Social, 25, 157–183.
  • Calvo, A. J., González, R. & Martorell, M. C. (2001). Variables relacionadas con la conducta prosocial en la infancia y adolescencia: personalidad, autoconcepto y género. Infancia y Aprendizaje, 24, 95–111.
  • David, C. & Kirstner, J. (2000). Do positive self-perceptions have a “dark side”? Examination of the link between perceptual bias and aggression. Journal of Abnormal Child Psychology, 28, 327–337.
  • Eisenberg, N. & Fabes, R. A. (2006). Emotion regulation and childrens Socioemotional Competence. En L. Balter & C. Tamis-Lemonda (Eds.), Child Psychology: A handbook of contemporary issues (pp. 357–381). Nueva York: Psychology Press.
  • Extremera, N. & Fernández-berrocal, P. (2004). El uso de las medidas basadas en habilidad en el ámbito de la IE: ventajas e inconvenientes con respecto a las medidas de autoinforme. Boletín de Psicología, 80, 59–77.
  • Extremera, N. & Fernández-berrocal, P. (2009). Adaptación Española del Test de Inteligencia Emocional Mayer-Salovey-Caruso (MSCEIT). Madrid: TEA
  • Fernández-berrocal, P. & Extremera, N. (2009). La inteligencia emocional y el estudio de la felicidad. Revista Interuniversitaria de Formación del Profesorado, 66, 85–108. Fernández-berrocal, P., Extremera, N. & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological Reports, 94, 751–755.
  • Fernández-berrocal, P. & Ruiz, D. (2008). La inteligencia emocional en la educación. Revista Electrónica de Investigación Psicoeducativa, 6, 421–436.
  • Garaigordobil, M. (2005). Conducta antisocial durante la adolescencia: correlatos socioemocionales, predictores y diferencias de género. Psicología Conductual, 13, 197–215.
  • García-león, A. & López-zafra, E. (2009). Una revisión de los modelos e instrumentos de evaluación de la Inteligencia emocional. En J. M. Augusto (Coord.). Estudios en el ámbito de la Inteligencia emocional (pp. 17–35). Jaén: Servicio de publicaciones de la Universidad de Jaén.
  • Gilar, R., Miñano, P. & Castejón, J. L. (2008). Inteligencia emocional y empatía: su influencia en la competencia social en Educación Secundaria Obligatoria. SUMMA Psicológica UST, 5 (1), 21–32.
  • Gil-Olarte, P., Palomera, R. & Brackett, M. A. (2006). Relating emotional intelligence to social competence, and academic achievement among high school students. Psicothema, 18, 118–123.
  • Gordon, L. V. (1991). Cuestionario de Valores Interpersonales: SIV. Madrid: TEA
  • Guil, R., Gil-Olarte, P., Mestre, J. M. & NÚÑEZ, I. (2006). Inteligencia Emocional y adaptación socioescolar. Revista Electrónica de Motivación y Emoción, 9 (22). Recuperado el 23 de febrero de 2008 de http://reme.uji.es/reme/numero22/index-sp.html
  • Humphrey, N., Curran, A., Morris, E., Farrel, P. & Woods, K. (2007). Emotional Intelligence and Education: A critical review. Educational Psychology, 21, 235–254.
  • Juntilla, N., Voeten, M., Kaukianen, A. & Vauras, M. (2006). Multisource assessment of children's social competence. Emotional and Psychological Measurement, 66, 874–895.
  • Kenny, D. A., Kashy, D. A. & Bolger, N. (1998). Data analysis in social psychology. En D. T. Gilbert, S. Fiske & G. Linzey (Eds.), The Handbook of Social Psychology (pp. 233–265). Nueva York: McGraw-Hill.
  • Mavrovell, S., Petrides, K. V., Sangareau, Y. & Furnham, A. (2009). Exploring the relationship between trait emotional intelligence and objective soio.emotional outcomes in chilhood. British Journal of Educational Psychology, 79, 259–284.
  • Mayer, J. D., Roberts, R. D. & Barsade, S. G. (2008). Human abilities: Emotional Intelligence. Annual Review of Psychology, 59, 507–536.
  • Mayer, J. D. & Salovey, P. (1997). What is Emotional Intelligence? En P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: educational applications (pp. 3–31). Nueva York: Basic Books.
  • Mcphail, K. (2004). An emotional response to the state of accounting education: developing accounting students' emotional intelligence. Critical perspectives on Accounting, 15, 629–648.
  • Mestre, J., Guil, R., Lopes, P., Salovey, P. & Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18, 112–117.
  • Mestre, J., Núñez-vázquez, I. & Guil, R. (2007). Aspectos psicoevolutivos, psicosociales y diferenciales de la inteligencia emocional. En J. M. Mestre & P. Fernández-berrocal (Coords.), Manual de Inteligencia emocional (pp. 154–172). Madrid: Pirámide.
  • Mestre, J. M., Palmero, F. & Guil, R. (2004). Inteligencia emocional: una explicación integradora desde los procesos psicológicos básicos. En J. M. Mestre & F. Palmero (Coords.), Procesos Psicológicos Básicos (pp. 249–280). Madrid: McGraw Hill
  • Moraleda, M., González, A. & García-gallo, J. (1998). Manual de Actitudes y Estrategias Cognitivas Sociales. Madrid: TEA
  • Pena, M. & Repetto, E. (2008). Estado de la investigación en España sobre Inteligencia Emocional en el ámbito educativo. Revista Electrónica de Investigación Psicoeducativa, 6, 400–420.
  • Petrides, K. V., Frederickson, N. & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, 277–293.
  • Preacher, K. J. & Hayes, A. (2004). SPSS and SAS procedures for estimating indirect effects in simple mediation models. Behaviour Research Methods, Instruments, & Computers, 36, 717–731.
  • Salovey, P. & Mayer, J. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9, 185–211.
  • Salovey, P., Woolery, A. & Mayer, J. (2001). Emotional intelligence: Conceptualization and measurement. En G. J. O. Fletcher & M. S. Clark (Eds.), Blackwell Handbook of Social Psychology: Interpersonal Processes (pp. 279–307). Malden, MA: Blackwell Publishers.
  • Silva, F. & Martorell, M. C. (1983). BAS 3. Batería de Socialización. Madrid: TEA
  • Siu, A. (2009). Trait emotional intelligence and its relationships with problem behavior in Hong Kong adolescents. Personality and Individual Differences, 47, 553–557.
  • Summerfeldt, L. J., Kloosterman, P. H., Antony, M. M. & Parker, J. D. A. (2006). Social Anxiety, Emocional Intelligence and Interpersonal Adjustment. Journal of Psychopathology and Beahavioral Assessment, 28, 57–67.
  • Valle, A., Cabanach, R., González-prienda, J., NÚÑEZ, J., Rodríguez, S. & Rosario, P. (2009). Perfiles motivacionales en estudiantes de secundaria: Análisis de diferencias en estrategias cognitivas, estrategias de autorregulación y rendimiento académico. Revista Mexicana de Psicología, 26, 113–124.
  • Zeidner, M., Roberts, R. & Matthews, G. (2008). The Science of Emotional Intelligence: current consensus and controversies. European Psychologist, 13, 64–78.
  • Zeidner, M., Matthews, G. & Roberts, R. (2009). What We Know about Emotional Intelligence: How It Affects Learning, Work, Relationship, and our Mental Health. Londres: MIT Press
Data source: Dialnet