Inteligencia emocional en alumnado de Educación Secundaria en contextos multiculturales

  1. Pegalajar Palomino, Mª del Carmen
  2. Colmenero Ruiz, María Jesús
Revista:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Año de publicación: 2014

Volumen: 12

Número: 33

Páginas: 325-342

Tipo: Artículo

DOI: 10.14204/EJREP.33.13132 DIALNET GOOGLE SCHOLAR

Otras publicaciones en: Electronic journal of research in educational psychology

Objetivos de desarrollo sostenible

€ Ver financiación

Información de financiación

Modern society is characterized by the creation of multicultural environments where each and every member of the educational community is required to understand and respect the diversity of languages, lifestyles, behaviors, feelings, emotions, etc. According to Repetto, Pena, Mudarra & Uribarri (2007), contact with disparate ethnic groups requires recognition of a multiplicity of approaches and, therefore, the development of dialogical and democratic educational institutions,encouraging coexistence and empowerment of individual students and cultural approaches. The "Intercultural Open Classrooms" program, developed by the Spanish League for Education and Popular Culture and funded by the European Social Fund, aims to achieve socio-educational integration of immigrant students and their families in Primary and Secondary Education. Their goal is to form heterogeneous group spaces that facilitate intercultural experiences and learning exchange, through curricular adaptation and leisure time based on inter-culturalism, values education and coexistence.

Financiadores

Referencias bibliográficas

  • Álvarez, M., Bisquerra, R., Fita, E., Martínez, F. & Pérez, N. (2000). Evaluación de programas de educación emocional. [Evaluation of emotional education programs.] Revista de Investigación Educativa, 18(2), 587-599.
  • Atkins, P. & Stough, C. (2005). Does emotional intelligence change with age? Communication presented at the Society for Research in Adult Development Annual Conference. Atlanta: GA.
  • Ayala, H., Pedroza, F., Morales, S., Chaparro, A. & Barraga´n, N. (2002). Factores de riesgo, factores protectores y generalizacio´n del comportamiento agresivo en una muestra de niños en edad escolar. [Risk factors, protective factors and generalization of aggressive behavior in a sample of school children] Salud Mental, 25(3), 27-40.
  • Bar-On, R. (2005). The impact of emotional intelligence and subjective well-being. Perspectives in Education, 23, 41-61.
  • Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25.
  • Bar-On, R. & Parker, J.D.A. (2000). Emotional Quotient Inventory: Youth Version (EQ-i: YV). Technical manual. Canada: Multi-Health Systems.
  • Brasseur, S. & Gregoire, J. (2011). L'intelligence e´motionnelle - Triz chez les adolescents a´ haut potential: Spe´cificite´s et liens avec la re´ussite scolaire et les competences socials. [Emotional Intelligence - TRIZ in adolescents with high potential: Specificities and links to academic success and socials skills] Enfance, 62(1), 59-76.
  • Chan, D.W. (2003). Dimensions of emotional intelligence and their relationships with social coping among gifted adolescents in Hong Kong. Journal of Youth and Adolescence, 32(6), 409-418. doi: 10.1023 / A: 1025982217398
  • Cue´llar, R. (2012). Relacio´n entre inteligencia emocional y rendimiento acade´mico en alumnos de Educacio´n Primaria. [Relationship between emotional intelligence and academic performance in primary school students] Master's Final Paper. Universidad Internacional de La Rioja.
  • Di´az-Aguado, M.J. & Baraja, A. (1993). Interaccio´n educativa y desventaja sociocultural. [Sociocultural interaction and educational disadvantage] Madrid: CIDE.
  • Dueñas, M.L. (2002). Importancia de la inteligencia emocional: un nuevo reto para la orientacio´n educativa. [Importance of emotional intelligence: a new challenge for the educational approach] Educacio´n XXI, 5, 77-96. doi:http://dx.doi.org/10.5944/educxx1.5.1.384
  • Extremera, N. & Ferna´ndez-Berrocal, P. (2013). Inteligencia emocional en adolescentes. [Emotional intelligence in adolescents] Padres y Maestros, 352, 34-39. doi: http://dx.doi.org/10.14422/pym.v0i352.1170
  • Fajardo, M., Patiño, M.I. & Patino, C. (2008). Estudios actuales sobre aculturacio´n y Salud Mental en inmigrantes: Revisio´n y perspectivas. [Current studies on acculturation and immigrant Mental Health: Review and perspectives] Revista Iberoamericana de Psicologii´a: Ciencia y Tecnologi´a, 1, 39-50.
  • Feixa, C. (2008). Generacio´n Uno Punto Cinco. [Generation One Point Five] Revista de Estudios de Juventud. 80, 115-127.
  • Fernández-Berrocal, P. & Extremera, N. (2002). La inteligencia emocional como una habilidad esencial en la escuela. [Emotional intelligence as an essential skill in school] Revista Iberoamericana de Educacio´n, 29, 1-6.
  • Fernández, M. & Terrén, E. (2008). De inmigrantes a minorías: temas y problemas de la multiculturalidad. [Immigrant minorities: issues and problems of multiculturalism] Revista de Educación, 345, 15-21.
  • Fernández, M., Gaete, J.M. & Terre´n, E. (2008). Fronteras en las aulas? Contacto transcultural y endogamia en las interacciones del alumnado. [Are there Borders in Classrooms? Cross-cultural Exchange and Endogamy in Students' Interactions] Revista de Educacio´n, 345, 157-181.
  • Fernández-Berrocal, P., Extremera, N. & Palomera, R. (2008). Emotional intelligence as a crucial mental ability on educational context. In A. Valle, J.C., Nu´ñez, R.G., Cabanach, R.G., Gonza´lez-Pineda, J.A. & Rodri´guez, S. (Eds.). Handbook of Instructional Resources and Their Applications in the classroom (pp. 67-88). Madrid: Nova.
  • Fernándiz, C., Ferrando, M., Bermejo, M.R. & Prieto, M.D. (2006). Emotional intelligence and personality. Communication presented to the British Educational Research Association (BERA). Warwick University.
  • Giró, J. (2011). Las amistades y el ocio de los adolescentes, hijos de la inmigración. [Friendships and activity of adolescent children of immigrants] Papers, 96(1), 77-95.
  • Grewal, D. & Salovey, P. (2005). Feeling smart: The science of emotional intelligence. American Scientist, 93, 330-339.
  • Gualda, E. (2008). Identidades, autoidentificaciones territoriales y redes sociales de adolescentes y jo´venes inmigrantes. [Identities, territorial self-identifications and social networks of adolescents and young immigrants] Portularia, Revista de Trabajo Social, 8(1), 111-129.
  • León, B., Felipe, E., Gómez, T., Gozalo, M. & Lagas, C. (2007). Socialización y autoconcepto en una muestra de alumnos inmigrantes marroquíes. [Socialization and self-concept in a sample of Moroccan immigrant students] Apuntes de Psicología, 25(1), 53-65.
  • Pena, M. & Repetto, E. (2008). Estado de la investigacio´n en España sobre inteligencia emocional en el a´mbito educativo. [The state of research in Spain on emotional intelligence in education] Revista Electro´nica de Investigacio´n Psicoeducativa, 15(6), 400-420.
  • Prieto, M.D., Bai, L., Ferrandiz, C. & Serna, B. (2007). Psychometric Characteristics of EQi: YV in an English sample. Paper presented at the First International Congress on Emotional Intelligence. Ma´laga (Spain). September 19th-21th.
  • Repetto, E., Pena, M., Mudarra, M.J. & Uribarri, M. (2007). Orientacio´n de las competencias socioemocionales de los alumnos de Educacio´n Secundaria en contextos multiculturales. [Orientation of socio-emotional skills of secondary students in multicultural contexts] Revista Electro´nica de Investigacio´n Psicoeducativa, 5(1), 159-178.
  • Rodríguez, G., Romero, J.F., Luque, D. & Rocío, L. (2002). Integración escolar y rendimiento de una muestra de alumnos inmigrantes de Algeciras. [School integration and performance of a sample of immigrant students in Algeciras] Psicología Educativa, 8, 5-20.
  • Saarni, C. (2000). Emotional Competence. A Developmental Perspective. In R. Bar-On & J.D.A. Parker (Eds.). The Handbook of Emotional Intelligence. Theory, Development, Assessment and Application at Home, School and in the Workplace (pp. 68-91). San Francisco, Ca: Jossey-Bass.
  • Sanhueza, S.V. & Cardona, M.C. (2009). Evaluacio´n de la sensibilidad intercultural en alumnado de Educacio´n Primaria escolarizado en aulas culturalmente diversas. [Assessing the intercultural sensitivity of primary education students enrolled in culturally diverse classrooms] Revista de Investigacio´n Educativa, 27(1), 247-262.
  • Segura, P. (2010). Pobreza y exclusio´n social. Diagno´stico de los distritos 4 y 5 de Melilla. [Poverty and social exclusion. Diagnosis of districts 4 and 5 of Melilla] Melilla: Ministerio de Trabajo e Inmigracio´n.
  • Sigua´n, M. (1998). La escuela y los inmigrantes. [The school and immigrants] Barcelona: Paido´s Ecuador.
  • Soriano, E. & Osorio, M.M. (2008). Competencias socioemocionales del alumnado "auto´ctono" e inmigrante en educacio´n secundaria. [Socio-emotional skills of "native" and immigrant students in secondary education] Bordo´n, 60(1), 129-148.
  • Zavala, M.A., Valadez, M.D. & Vargas, M.C. (2008). Inteligencia emocional y habilidades sociales en adolescentes con alta aceptacio´n social. [Emotional intelligence and social skills in adolescents with high social acceptance] Revista Electro´nica de Investigacio´n Psicoeducativa, 6(2), 319-338.
Fuente de los datos: Dialnet