El efecto amortiguador de la inteligencia emocional sobre la adaptación de estudiantes de educación secundaria en transición

• Autores: David Akinlolu Adeyemo
• Localización: Electronic journal of research in educational psychology, ISSN-e 1696-2095, Vol. 3, Nº. 6, 2005, págs. 79-90
• Idioma: español
• DOI: 10.25115/ejrep.v3i6.1167
• Títulos paralelos:
  • The buffering effect of emotional intelligence on the adjustment of secondary school students in transition
• Enlaces
  • Texto completo
• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Introducción: El objetivo de este trabajo fue investigar la relación entre la inteligencia emocional y la adaptación de los estudiantes que están pasando de la escuela primaria a la educación secundaria.

    Método: El trabajo consta de una investigación por encuesta descriptiva, en la que la inteligencia emocional representa la variable independiente, y la adaptación es la variable dependiente. Se utilizaron dos instrumentos validados para medir la inteligencia emocional y la adaptación, respectivamente, recogiendo estos datos de los participantes.

    Resultados: Los resultados muestran que hay relación significativa entre la inteligencia emocional y la adaptación. También se encontró que los puntos fuertes de la inteligencia, identificados en términos de alto, moderado y bajo, tienen su impacto sobre la adaptación de los estudiantes en transición.

    Discusión: El resultado de este trabajo ha reforzado la necesidad de elaborar un programa de intervención orientativa basado en la inteligencia emocional, para mitigar el trauma de transición de los alumnos que pasan de la educación primaria a la secundaria. Tal intervención debe centrarse en las cuestiones problemáticas de la transición, como la adaptación académica y social, asuntos de organización, percepción del alumno, fobia escolar, y otros traumas de transición.

  • English

    Introduction: The purpose of this study was to investigate the relationship between emotional intelligence and adjustment of students transitioning from primary school to secondary school.

    Method: The study is a descriptive survey research in which emotional intelligence stands as the independent variable and adjustment as the dependent variable. Two validated instrument measuring emotional intelligence and adjustment respectively were used to collect data from the participants.

    Results: Results show that there was a significant relationship between emotional intelligence and adjustment. It was also found that the strengths of emotional intelligence, defined in terms of high, moderate and low, significantly impacted the adjustment of students in transition.

    Discussion: The outcome of this study has strengthened the need to mount an emotional-intelligence based counselling intervention programme to mitigate the transition trauma of pupils moving from primary to secondary school. Such intervention should be targeted at problematic areas of transition such as academic and social adjustment, organisational issues, pupil perception, school phobia and other transition traumas.

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