Competencias emocionales y rendimiento académico en Centros de Educación Primaria de la Red Extremeña de Escuelas de Inteligencia Emocional

Abstract

Extremeña Network of Emotional Intelligence Schools is a network of public non-university centers of the Autonomous Community of Extremadura, with interest in developing actions related to emotional intelligence, in order to provide the educational community of these centers with the necessary means to develop social and emotional competences in their students that facilitate an optimal coexistence and academic success, offering quality to the educational process. Our research aims to analyze the relationship between the acquisition of Emotional Competences and the academic performance of the beneficiary students of actions planned and systematized in affective competences. To this end, we have studied the students of the fifth and sixth courses of six Primary Education Centers belonging to the Network, where through a quantitative approach we establish the relationship between the competiences profiles of students and their academic profiles. The instruments used were the TMMS-24 (Trait Meta Mood Scale, reduced version) developed in Spain by Fernández-Berrocal, Extremera and Ramos (2004), based on the original instrument of Mayer, Salovey, Goldman, Turvey and Palfai); The EQi:Yv, (Emotional Quotient Inventory, young version) of Bar-On and Parker (2000) validated for the Spanish adolescent population by Ferrando (2006); And the academic qualifications of the students in the sample. We conclude the existence of a relationship between the Emotional Competences and the academic performance of the students.