Relaciones entre inteligencia emocional, estrés y adaptación general en una muestra de estudiantes de primaria

• Autores: Paula del Rosario Díaz Vidiella, Juan Antonio Mora Mérida
• Localización: Revista de Investigacion Psicologica, ISSN-e 2518-4016, ISSN 2223-3032, Nº. 11, 2014, págs. 7-21
• Idioma: español
• Títulos paralelos:
  • Relationship between emotionalintellingence, stress and general in a sample of elementary students
• Enlaces
  • Texto completo
• Resumen
  • español

    Se ha trabajado las posibles relaciones entre Inteligencia Emocional mediante los instrumentos Spanish modified Train Meta-Mood Scale-24 (TMMS-24; Fernández-Berrocal, Extremera & Ramos, 2004),como indicador de estrés el Inventario Infantil de Estresores Cotidianos (IIEC; Trianes, Mena, Fernández, Escobar, Maldonado & Muñoz 2009) y adaptación general el Test Autoevaluativo Multifactorial de Adaptación Infantil (TAMAI; Hernández 2004), medida en una muestra de estudiantes de Primaria de N°413 de los cursos 5° y 6° de Primaria en la población de Vélez-Málaga. Nuestros resultados son concluyentes en la línea de sostener la relación entre Inteligencia Emocional, Estrés y Adaptación Escolar como pronóstico de Integración Escolar.

  • English

    We have worked on the possible relationship between Emotional Intelligence through the instruments Spanish Modified Train Meta-Mood Scale 24 (TMMS-24; Fernandez-Berrocal, Extremera & Ramos, 2004), as an indicator of Stress the Inventory Children Daily Stressors ( IIEC; Trianes, Fernandez, Escobar, Maldonado & Muñoz, 2009), and general alignment Test self reported Multifactor Adaptation (TAMAI; Hernández, 2004). Measured in a simple of 413 elementary students in years 5° and 6° primary in the village of Vélez-Málaga. Our results are conclusive support line the relationship between Stress and school adjustment as a predictor of school integration.

  • português

    Trabalhou-se as possíveis relações entre Inteligência Emocional mediante os instrumentos Spanish modified Train Meta-Mood Scale-24 (TMMS-24; Fernández-Berrocal, Extremera & Ramos, 2004),como indicador de estrés o Inventário Infantil de Estresores Quotidianos (IIEC; Trianes, Mena, Fernández, Escobar, Maldonado & Muñoz 2009) a adaptação geral e auto-relatados multifatores teste de adaptação (TAMAI; Hernández 2004), medido em uma amostra de estudantes de n °413 cursos primário 5 e6do primário na cidade de Vélez-Málaga. Nossos resultados são conclusivos sobre a linha para apoiar a relação entre inteligência emocional , stress e adaptação escolar Integração Escola prognóstico.

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