Una exploración de la relevancia de la inteligencia emocional en los programas educativos para los estudiantes de alta capacidad

• Autores: Judy Sturgis, Al Bellamy, David Gore
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 3, Nº. 6, 2005, págs. 53-78
• Idioma: español
• DOI: 10.25115/ejrep.v3i6.1162
• Títulos paralelos:
  • Examining the Relevance of Emotional Intelligence Within Educational Programs for the Gifted and Talented
• Enlaces
  • Texto completo
• Dialnet Métricas: 7 Citas
• Resumen
  • español

    Este trabajo examinó las relaciones entre la inteligencia emocional, locus de control, y la auto-eficacia en estudiantes de alta capacidad que participaban en un programa educativo de verano de dos semanas de duración. Los resultados mostraron correlaciones estadísticamente significativas entre estas variables. Se encontró que el género medió en estas relaciones.

    Este trabajo también midió el impacto sobre la inteligencia emocional del estudiante que tuvo el diseño socio-psicológico deliberado del programa de verano. Las medias de las medidas postest de la inteligencia emocional fueron significativamente más elevadas que las medidas pretest. Los resultados de este trabajo aluden a las implicaciones teóricas y prácticas de la integración estratégica de mecanismos que fomentan el desarrollo de la inteligencia emocional en los estudiantes de alta capacidad.

  • English

    This study explored the relationships between emotional intelligence, locus of control, and self-efficacy among gifted and talented students participating in a two week long summer educational program. Results revealed statistically significant correlations between these variables. Gender was found to moderate the relationships.

    The study also measured the impact that the summer program’s deliberate social psychological design framework had on student’s emotional intelligence. Mean averages on posttest measurements of emotional intelligence were significantly higher than pretest measurements. Results of this study allude to the theoretical and practical implications for strategically integrating mechanisms that foster of development of emotional intelligence among gifted and talented students.

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