Desarrollo de la Inteligencia Emocional en la adolescencia: un estudio transversal y longitudinal
Resumen
En este estudio se analizó el desarrollo de las diferentes dimensiones de la inteligencia emocional transversal (en los diferentes niveles que conforman la Educación Secundaria Obligatoria y el Bachillerato) y longitudinalmente (a lo largo de un curso escolar) en una muestra de adolescentes de ambos sexos. Participaron en el estudio 484 adolescentes de entre 1º curso de ESO y 2º curso de Bachiller, a quienes se administró la versión en castellano del Emotional Quotient Inventory: Young Version Short (Caraballo y Villegas, 2001). Concidiendo con el grueso de la investigación previa, los resultados indican que, salvo en lo que respecta a la dimensión manejo del estrés en la muestra femenina, el resto de dimensiones de la inteligencia emocional no experimenta cambios sustantivos en relación con la edad, siendo preciso atender a otros factores como la instrucción, la experiencia o la socialización específica para explicar las fluctuaciones de la inteligencia emocional adolescente.Descargas
Citas
Balci-Celik, S., & Deniz, M. E. (2008). A comparison of scouts’ emotional intelligence levels with regards to age and gender variables: A cross-cultural study. Elementary Education Online, 7(2), 376-383.
Bar-On, R. (1997a). Emotional Quotient Inventory: Technical manual. Toronto: Multi-Health Systems.
Bar-On, R. (1997b). Development of the Bar-On EQ-I: A measurement of emotional and social intelligence. Paper presented at the 105th Annual Convention of the American Psychological Association. Chicago.
Bar-On, R. (2000). Emotional and social intelligence. Insights from the Emotional Quotient Inventory. In R. Bar-On & J. D. A. Parker (Eds.), The handbook of emotional intelligence (pp. 363-388). San Francisco: Jossey-Bass.
Bar-On, R. (2003). How important is it to educate people to be emotionally and socially intelligent, and can it be done? Perspectives in Education, 21, 3-13.
Bar-On, R. (2006). The Bar-On model of emotional-social intelligence. Psicothema, 18, 13-25.
Bar-On, R., Brown, J. M., Kirkcaldy, B. D., & Thome, E. P. (2000). Emotional expression and implications for occupational stress: An application of the Emotional Quotient Inventory (EQ-I). Personality and Individual Differences, 28, 1107-1118. http://dx.doi.org/10.1016/S0191-8869(99)00160-9
Birks Y., McKendree J., & Watt I. (2009). Emotional intelligence and perceived stress in healthcare students: A multi-institutional, multi-professional survey. BMC Medical Education, 9-61. http://dx.doi.org/10.1186/1472-6920-9-61
Bar-On, R., & Parker, J. D. A. (2000). The Bar-On Emotional Quotient Inventory: Youth Version (EQ-i:YV). Technical Manual (translated to Spanish by C. M. Caraballo y O. Villegas). Toronto, Canada: Multi-Health Systems, Inc.
Benson, T., Martin, L., Ploeg, J., & Wessel, J. (2012). Longitudinal study of emotional intelligence, leadership, and caring in undergraduate nursing students. Journal of Nursing Education, 51(2), 95-101. http://dx.doi.org/10.3928/01484834-20120113-01
Boyatzis, R. E., Goleman, D., & Rhee, K. (2000). Clustering competence in emotional intelligence: Insights from the Emotional Competence Inventory (ECI). In R. Bar-On & J. D. A. Parker (Eds.), Handbook of emotional intelligence (pp. 343-362). San Francisco: Jossey-Bass.
Caballero, A. (2004). Cómo enfocar la educación emocional dentro del aula desde la perspectiva de género. In A.A.V.V., Actas de la Conferencia Internacional de Orientación, Inclusión Social y Desarrollo de la Carrera (pp. 546-550). Universidad de la Coruña.
Cakan, M., & Altun, S. A. (2005). Adaptation of an emotional intelligence scale for Turkish educators. International Education Journal, 6(3), 367-372.
Coelho, V. A., Marchante, M., & Sousa, V. (2016). Positive attitude program’s impact upon self-concept across childhood and adolescence. Revista de Psicodidáctica, 21(2), 261-280. http://dx.doi.org/ 10.1387/RevPsicodidact.15129
Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Lawrence Earlbaum Associates.
Elosua, P., & Zumbo, B. D. (2008). Coeficientes de fiabilidad para escalas de respuesta categórica ordenada. Psicothema, 20, 896-901.
Esnaola, I., Freeman, J., Sarasa, M., Fernández-Zabala, A., & Axpe, A. (2016). Validity evidence based on internal structure of scores of the Emotional Quotient-Inventory: Youth Version Short (EQ-i: YV-S) in a Spanish Sample. The Spanish Journal of Psychology, 19, 1-9.
http://dx.doi.org/10.1017/sjp.2016.12
Extremera, N., Fernández-Berrocal, P., & Salovey, P. (2006). Spanish version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) version 2.0: reliabilities, age and gender differences. Psicothema, 18, 42-48.
Fariselli, L., Ghini, M., & Freedman, J. (2006). Emotional intelligence and age. Retrieved on 1 February 2007 from http://www.6seconds.org/sei/ wp-age.php
Fernández-Berrocal, P., Cabello, R., Castillo, R., & Extremera, N. (2012). Gender differences in emotional intelligence: The mediating effect of age. Behavioral Psychology/Psicología Conductual, 20(1), 77-89.
Ferrando, M., Prieto, M. D., Almeida, L., Ferrándiz, C., Bermejo, M. R., López-Pina, J. A.,… Fernández, M. C. (2010). TEIQue-ASF and academic performance: A study with adolescents. Journal of Psychoeducational Assessment, 29(2), 150-159. http://dx.doi.org/10.1177/0734282910374707
Fivush, R., Brotman, M. A., Buckner, J. P., & Goodman, S. H. (2000). Gender differences in parent-child emotion narratives. Sex Roles, 42, 233-253. http://dx.doi.org/10.1023/A:1007091207068
Goldenberg, I., Matheson, K., & Mantle, J. (2006). The assessment of emotional intelligence: A comparison of performance-based and self-report methodologies. Journal of Personality Assessment, 86(1), 33-45. http://dx.doi.org/10.1207/s15327752jpa8601_05
Goleman, D. (1995). Emotional intelligence. New York, NY: Bantam.
Harrod, N. R., & Sheer, S. D. (2005). An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence, 40, 503-512.
Harter, S. (2012). Construction of the self: Developmental and sociocultural foundations. New York, NY: Guilford Press.
Hassan, K., & Sader, M. (2005). Adapting and validating the Baron EQ-I: YV in the Lebanese context. International Journal of Testing, 5, 301-317.
http://dx.doi.org/10.1207/s15327574ijt0503_7
Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve. Child Development, 73, 509-527. http://dx.doi.org/10.1111/1467-8624.00421
Jöreskog, K. G., & Sörbon, D. (2006). LISREL 8.8 for Windows [Computer Software]. Lincolnwood, IL: Scientific Software International, Inc.
Joseph, D. L., & Newman, D. A. (2010). Emotional Intelligence: An integrative meta-analysis and cascading model. Journal of Applied Psychology, 95, 54-78. http://dx.doi.org/10.1037/a0017286
Kafetsios, K. (2004). Attachment and emotional intelligence abilities across the life course. Personality and Individual Differences, 37, 129-145. http://dx.doi.org/10.1016/j.paid.2003.08.006
Keefer, K. V., Holden, R. R., & Parker, J. D. A. (2013). Longitudinal assessment of trait emotional intelligence. Measurement invariance and construct continuity from late childhood to adolescence. Psychological Assessment, 25(4), 1255-1272. http://dx.doi.org/10.1037/a0033903
Kong, F., Zhao, J., & You, X. (2012). Social support mediates the influence of emotional intelligence on mental distress and life satisfaction in Chinese young adults. Personality and Individual Differences, 53, 513-517. http://dx.doi.org/10.1016/j.paid.2012.04.021
Limonero, J. T., Tomás-Sábado, J., & Fernández-Castro, J. (2006). Perceived emotional intelligence and its relation to tobacco and cannabis use among university students. Psicothema, 18, 95-100.
Marsh, H. W. (1989). Age and sex effects in multiple dimensions of self-concept: Preadolescence to early adulthood. Journal of Educational Psychology, 81, 417-430. http://dx.doi.org/10.1037/0022-0663.81.3.417
Mayer, J. D., Caruso, D. R., & Salovey, P. (1999). Emotional intelligence meets traditional standards for intelligence. Intelligence, 27, 267-298. http://dx.doi.org/10.1016/S0160-2896(99)00016-1
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey, & D. Sluyter (Eds.), Emotional development and emotional intelligence: Implications for educators (pp. 3-31). Nueva York: Basic Books.
Mestre, J. M., Guil, R., Lopes, P. N., Salovey, P., & Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18, 112-117.
Mikolajczak, M., Luminet, O., Leroy, C., & Roy, E. (2007). Psychometric properties of the trait emotional intelligence questionnaire: Factor structure, reliability, construct, and incremental validity in a French-speaking population. Journal of Personality Assessment, 88(3), 338-353. http://dx.doi.org/10.1080/00223890701333431
Nasir, M., & Masrur, R. (2010). An exploration of emotional intelligence of the students of IIUI in relation to gender, age and academic achievement. Bulletin of Education and Research, 32(1), 37-51.
Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M.,… Hogan, M. J. (2004). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences, 37, 1321-1330. http://dx.doi.org/10.1016/j.paid.2004.01.002
Parker, J. D. A., Saklofske, D. H., Shaughnessy, P. A., Huang, S. H. S., Wood, L. M., & Eastabrook, J. M. (2005). Generalizability of the emotional intelligence construct: A cross-cultural study of North American aboriginal youth. Personality and Individual Differences, 39, 215-227. http://dx.doi.org/10.1016/j.paid.2005.01.008
Petrides, K. V., & Furnham, A. (2003). Trait emotional intelligence: Behavioural validation in two studies of emotion recognition and reactivity to mood induction. European Journal of Personality, 17(1), 39-57.
http://dx.doi.org/10.1002/per.466
Punia, B. K. (2002). Emotional intelligence and leadership behavior in Indian executives: An exploratory study. Unpublished manuscript. Hisar: Guru Jambheshwar University.
Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., & Whiteley, H. E. (2012). Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5 year longitudinal study. Learning and Individual Differences, 22(1), 83-91. http://dx.doi.org/10.1016/j.lindif.2011.11.007
Saarni, C. (1999). The development of emotional competence. New York, NY: Guilford Press.
Sáinz, M., Ferrándiz, C., Fernández, C., & Ferrando, M. (2014). Propiedades psicométricas del Inventario de Cociente Emocional EQ-i: YV en alumnos superdotados y talentosos. Revista de Investigación Educativa, 32(1), 41-55. http://dx.doi.org/10.6018/rie.32.1.162501
Saklofske, D. H., Austin, E. J., & Minski, R. S. (2003). Factor structure and validity of a trait emotional intelligence measure. Personality and Individual Differences, 34, 707-721. http://dx.doi.org/10.1016/S0191-8869(02)00056-9
Salguero, J. M., Fernández-Berrocal, P., Balluerka, N., & Aritzeta, A. (2010). Measuring perceived emotional intelligence in adolescent population: Psychometric properties of the Trait Meta Mood Scale. Social Behavior and Personality, 38(9), 1197-1210. http://dx.doi.org/10.2224/sbp.2010.38.9.1197
Schutte, N. S., Malouff, J. M., Thorsteinsson, E. B., Bhullar, N., & Rooke, S. E. (2007). A meta-analytic investigation of the relationship between emotional intelligence and health. Personality and Individual Differences, 42(6), 921-933. http://dx.doi.org/10.1016/j.paid.2006.09.003
Serrano, C., & Andreu, Y. (2016). Inteligencia emocional percibida, bienestar subjetivo, estrés percibido, engagement y rendimiento académico en adolescentes. Revista de Psicodidáctica, 21(2), 357-374. http://dx.doi.org/10.1387/RevPsicodidact.14887
Shi, J., & Wang, L. (2007). Validation of emotional intelligence scale in Chinese university students. Personality and Individual Differences, 43, 377-387. http://dx.doi.org/10.1016/j.paid.2006.12.012
Somerville, I. H., Jones, R. M., & Casey, B. J. (2010). A time of change: Behavioral and neural correlates of adolescent sensitivity to appetitive and aversive environmental cues. Brain and Cognition, 72, 124-133. http://dx.doi.org/10.1016/j.bandc.2009.07.003
Ugarriza, N., & Pajares, L. (2005). La evaluación de la inteligencia emocional a través del inventario de Bar-On ICE: NA, en una muestra de niños y adolescentes. Persona, 8, 11-58.
Van Rooy, D., L., Alonso, A. B., & Viswesvaran, C. (2005). Group differences in emotional intelligence scores: Theoretical and practical implications. Personality and Individual Differences, 38, 689-700. http://dx.doi.org/10.1016/j.paid.2004.05.023
Wigfield, A., & Wagner, A. (2005). Competence, motivation, and identity development during adolescence. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 222-239). New York, NY: Guilford Press.
Las obras que se publican en esta revista están sujetas a los siguientes términos:
1. El Servicio de Publicaciones de la Universidad de Murcia (la editorial) conserva los derechos patrimoniales (copyright) de las obras publicadas, y favorece y permite la reutilización de las mismas bajo la licencia de uso indicada en el punto 2.
© Servicio de Publicaciones, Universidad de Murcia, 2024
2. Las obras se publican en la edición electrónica de la revista bajo una licencia Creative Commons Reconocimiento-CompartirIgual 4.0 Internacional (texto legal). Se pueden copiar, usar, difundir, transmitir y exponer públicamente, siempre que: i) se cite la autoría y la fuente original de su publicación (revista, editorial y URL de la obra); ii) no se usen para fines comerciales; iii) se mencione la existencia y especificaciones de esta licencia de uso.
3. Condiciones de auto-archivo. Se permite y se anima a los autores a difundir electrónicamente las versiones pre-print (versión antes de ser evaluada y enviada a la revista) y/o post-print (versión evaluada y aceptada para su publicación) de sus obras antes de su publicación, ya que favorece su circulación y difusión más temprana y con ello un posible aumento en su citación y alcance entre la comunidad académica. Color RoMEO: verde.
