Inteligencia emocional y ajustada interacción social como factor competencial de comunicaciónun estudio universitario

  1. Cruces Montes, Serafín 1
  2. Medina Mesa, Yolanda 1
  3. Romero Moreno, Antonio Francisco 1
  4. Gil-Olarte Márquez, Paloma 1
  5. Zayas García, Antonio 1
  1. 1 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2019

Issue Title: Posicionamientos Psicológico y Mundo Actual

Volume: 1

Issue: 1

Pages: 251-262

Type: Article

DOI: 10.17060/IJODAEP.2019.N1.V1.1418 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Metrics

Cited by

  • Dimensions Cited by: 0 (23-12-2023)

Índice Dialnet de Revistas

  • Year 2019
  • Journal Impact: 0.140
  • Field: PSICOLOGÍA Quartile: C3 Rank in field: 62/112

CIRC

  • Social Sciences: C

Dimensions

(Data updated as of 23-12-2023)
  • Total citations: 0
  • Recent citations (2 years): 0
  • Field Citation Ratio (FCR): 0.0

Abstract

The adjustment to social interactions is one of the most important keys when evaluating emotional intelligence and more specifically the sensitivity to social interactions based on communicative processes of both verbal and nonverbal and emotional nature. In this work, we analyse these processes in students of the degrees of Tourism, Marketing and Advertising and Public Relations, as well as their respective double degrees (Advertising and Public Relations and Tourism, and Marketing and Advertising) belonging to the University of Cádiz. He was administered the Test of Sensitivity to Social Interactions (TESIS). The different levels of adjustment to social interaction were analysed, both sensitivity and insensibility, whether naive or over-interpretive. We analysed the levels of adjustment to social interaction by gender, by academic qualifications obtained as well as by the type of academic grade developed (a degree or a double degree). Differences were found about the Degree in which they were enrolled and the different levels of adjustment to the scenes proposed. Only 44.4% of the sample exceeded 52 cent of the administered test. Different forms of adjustment were also found about the audiovisual characteristics of the scenes presented.

Bibliographic References

  • Andrzejewski, S. A. (2009). An examination of the relation between prejudice and interpersonal sensitivity. Dissertation Abstracts International: Section B: The Sciences and Engineering, 70(6–B), 3825. https://repository.library.northeastern.edu/files/neu:1862/fulltext.pdf
  • Barraca, J. (2003). El Test de Sensibilidad a las Interacciones Sociales (TESIS). Primeros resultados con una muestra universitaria. Encuentros en Psicología Social, 1, (2), pp. 258-262.http://jorgebarraca.com/wp-content/uploads/El-Test-de-Sensibilidad-a-las-Interacciones-Sociales-TESIS-Primeros-resultados-con-una-muestra-universitaria.pdf
  • Barraca, J., Fernández, A., & Suerio, M. (2009). TESIS: test de sensibilidad a la interacciones sociales: una prueba objetiva para la medida de la inteligencia emocional : manual de referencia.
  • Barraca, J., Fernández-González, A., Opazo, H., & Lozano-Bleda, J. (2012). MSCEIT y TESIS: Relaciones entre dos pruebas de habilidad para la Evaluación de la Inteligencia emocional. [MSCEIT & TESIS: Relationships between two ability-based Emotional Intelligence tests.]. Ansiedad Y Estrés, 18(2–3), 187–200.http://jorgebarraca.com/wp-content/uploads/MSCEIT-y-TESIS.pdf
  • Colvin, C. R., Vogt, D.,& Ickes, W. (1997). Why do friends understand each other better than strangers do? In W. Ickes (Ed.), Empathic accuracy (pp. 169–193). New York: Guilford Press.
  • Fernández-Berrocal, P., & Ruiz Aranda, D. (2008). La inteligencia emocional en la educación. Revista Electrónica de Investigación Psicoeducativa, 6(15), 421–436.
  • Ferrándiz, C., Hernández, D., López-Pina, J. A., Soto, G. y Bermejo, R. (2009). Variables no cognitivas y predicción del rendimiento académico. En P. Fernández-Berrocal (Coord.), Avances en el estudio de la inteligencia emocional (pp. 473-479). Santander: Fundación Marcelino Botín.
  • Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. Nueva York: Basic Books.
  • Goleman, Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition y Personality, 9, 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
  • Goleman, D. (1995). Emotional intelligence. New York: Bantam Books. (Trad. Cast., Inteligencia emocional. Barcelona: Kairós, 1996).
  • Handayani, S. (2016). Interpersonal intelligence in enhancing oral presentation proficiency for the indonesian students : multiple intelligence. Journal of Psychological and Educational Research, 24(18), 149–158.http://socioumane.ro/blog/fasciculapsihologie/files/2016/05/Handayani_JPER_2016_24_1_149_158-1.pdf
  • Kenrick, D. T., & Simpson, J. A. (1997). Why social psychology and evolutionary psychology need one another. In J. A. Simpson, & D. T. Kenrick (Eds.), Evolutionary social psychology. (pp. 1-20). Mahwah, NJ: Erlbaum.
  • Lopes, P. N., Salovey, P., Cote, S., & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5(1), 113–118 10.1037/1528-3542.5.1.113
  • Marí Sáez, V. M. (2010). El enfoque de la comunicación participativa para el desarrollo y su puesta en práctica en los medios comunitarios. Razón Y Palabra, (71). http://www.razonypalabra.org.mx/N/N71/VARIA/27%20MARI_REVISADO.pdf
  • Páez, M., & Castaño, J. J. (2015). Inteligencia emocional y rendimiento académico en estudiantes universitarios, 32(2), 269–285.
  • Pinazo, D., Barros-Loscertales, A., Peris, R., Ventura-Campos, N., & Avila, C. (2012). The role of protest in the neural response to the supportive communication. International Journal of Nonprofit and Voluntary Sector Marketing, 17, 263-274
  • Pinazo, D., & Nos, E. (2016). Developing Moral Sensitivity Through Protest Scenarios in International NGDOs’ Communication. Communication Research, 43(431), 25–48. https://doi.org/10.1177/0093650213490721
  • Riggio, R. E., & Riggio, H. R. (2001). Self-report measurement of interpersonal sensitivity. In J. A. Hall, & F. J. Banieri (Eds.), Interpersonal sensitivity (pp. 127–142). Mahway, NJ: Lawrence Erlbaum Associates Publishers. https://trove.nla.gov.au/work/35493527?q&versionId=44153421