Desarrollo de competencias emocionales en la educación superior

los efectos de un programa de autoliderazgo desde un diseño Dexplis

Autores/as

Resumen

La investigación sobre el desarrollo de competencias emocionales (DCE) en estudiantes universitarios es escasa y muestra resultados dispares. Esta investigación establece qué es posible esperar de un programa de autoliderazgo opcional de ocho talleres de tres horas, con un enfoque experiencial y centrado en el estudiante. Presenta un diseño Dexplis mixto (n = 126), cuasi experimental ex post facto para la primera fase cuantitativa, con grupos experimentales y de control, donde se aplica el instrumento autoinformado CDE-A35 de Bisquerra y Pérez-Escoda, y con participación en entrevistas cualitativas en la segunda fase. Los resultados indican un progreso global en DCE, más evidente en las competencias emocionales (CE) intrapersonales, aunque el SLP no ha sido eficaz en las CE interpersonales. Los estudiantes perciben su DCE como muy importante. En el espacio europeo de educación superior, el DCE es parte de las competencias genéricas o transversales, que contribuyen a una formación más eficaz e integral, así como a una mejor preparación para el mundo laboral.

Palabras clave

desarrollo competencial emocional, autoliderazgo, consciencia emocional, regulación emocional, competencias sociales, bienestar emocional

Citas

ALONSO-TAPIA, J., RUIZ, M. Á., & HUERTAS, J. A. (2020). Differences in classroom motivational climate: causes, effects and implications for teacher education. A multilevel study. Anales De Psicología / Annals of Psychology, 36(1), 122-133.

AMUTIO, A., FRANCO, C., GÁZQUEZ, J. J., & MAÑAS, I. M. (2015). Learning and practice of full consciousness in high school students to promote relaxation and self-efficacy in school performance. Psychology University, 14, 15-25. https://doi.org/10.11144/javeriana.upsy14-2.apcp

BANDURA, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191

BAYOT, M., ROSKAM, I., GALLÉE, L., & MIKOLAJCZAK, M. (2020). When emotional intelligence backfires: Interactions between intra-and interpersonal emotional competencies in the case of parental burnout. Journal of Individual Differences, 42(1), 1-8. https://doi.org/10.1027/1614-0001/a000324

BISQUERRA, R. (2003). Emotional education and basic life skills. Journal of Educational Research, 21(1), 7-43.

BISQUERRA, R. (2018). Emotional education for integral development in secondary education. Secondary School Classroom, 28, 10-15.

BISQUERRA, R., & PÉREZ, N. (2007). Emotional competences. Education XXI, 10, 61-82.

BODEN, M. T., & THOMPSON, R. J. (2015). Facets of emotional awareness and associations with emotion regulation and depression. Emotion, 15(3), 399-410. https://doi.org/10.1037/emo0000057

BOURN, D. (2020). Educación global y desarrollo y habilidades globales. Educar, 56(2), 279-295. https://doi.org/10.5565/rev/educar.1143

BOYATZIS, R. E., & AKRIVOU, K. (2006). The ideal self as the driver of intentional change. Journal of Management Development, 25(7), 624-642.

BOYATZIS, R. E., BATISTA-FOGUET, J. M., FERNÁNDEZ-I-MARÍN, X., & ALBURQUERQUE, M. (2015). EI competencies as a related but different characteristic than intelligence. Frontiers in Psychology, 6, 72. https://doi.org/10.3389/fpsyg.2015.00072

BOYATZIS, R. E., & CAVANAGH, K. V. (2018). Leading change: Developing emotional, social, and cognitive competencies in managers during an MBA program. Emotional intelligence in education (pp. 403-426). Springer, Cham.

BOYATZIS, R., 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.

BOYATZIS, R. E., & SOKOL, M. (1982). A pilot project to assess the feasibility of assessing skills and personal characteristics of students in collegiate business programs. In Report to the AACSB (St. Louis, MO).

CIARROCHI J., CAPUTI P., & MAYER J. D. (2003). The distinctiveness and utility of a measure of trait emotional awareness. Personality and Individual Differences, 34, 1477-1490. https://doi.org/10.1016/S0191-8869(02)00129-0

CLARK, K. A. (2014). The evaluation of an emotions education training on early childhood preservice teachers’ emotion-related awareness and behaviors. [Unpublished doctoral dissertation, Auburn University, Auburn, Alabama]. Retrieved from http://hdl.handle.net/10415/4220

CLARKE, N. (2010). The impact of a training program designed to target the emotional intelligence abilities of project managers. International Journal of Project Management, 28(5), 461-468. https://doi.org/10.1016/j.ijproman.2009.08.004

COELHO, V., SOUSA, V., & FIGUEIRA, A. P. (2014). The impact of a school-based social and emotional learning program on the self-concept of middle school students. Revista de Psicodidáctica, 19(2), 347-365.

DACRE POOL, L., & QUALTER, P. (2012). Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students. Learning and Individual Differences, 22(3), 306-312. https://doi.org/10.1016/j.lindif.2012.01.010

ESTRADA, M., MONFERRER, D., & MOLINER, M. Á. (2019). The relation between learning styles according to the whole brain model and emotional intelligence: A study of university students. Estudios sobre Educación, 36, 85-111. https://doi.org/10.15581/004.36.85-111

EXTREMERA, N., & FERNÁNDEZ-BERROCAL, P. (2003). La inteligencia emocional en el contexto educativo: hallazgos científicos de sus efectos en el aula. Revista de educación, 332(12), 97-116.

FERNÁNDEZ CARRASCOSO, M. E. (2016). Effectiveness of the PIEI educational program and its relationship with self-informed emotional intelligence and self-perception of acquired emotional competencies, in university students [Doctoral dissertation, Universidad Complutense de Madrid].

FLETCHER, I., LEADBETTER, P., CURRAN, A., & O’SULLIVAN, H. (2009). A pilot study assessing emotional intelligence training and communication skills with 3rd year medical students. Patient Education and Counselling, 76(3), 376-379. https://doi.org/10.1016/j.pec.2009.07.019

FONSECA-PEDRERO, E., PÉREZ-ALBÉNIZ, A., ORTUÑO-SIERRA, J., & LUCAS-MOLINA, B. (2017). Effects of an emotional education intervention on students of a university program for older people. Universitas Psychologica, 16(1), 1-11. http://dx.doi.org/10.11144/Javeriana.upsy16-1.eiee

GALLIFA, J., & GARRIGA J. (2010). Generic competences in higher education: Studying their development in undergraduate social science studies by means of a specific methodology. Perspectives in Education, 28(3), 70-86.

GAUDET, W. R. (2010). Emotional intelligence and the therapeutic relationship: A randomized controlled educational intervention for pharmacy [Doctoral dissertation, University of Phoenix]. ProQuest Dissertations and Theses database. (UMI 3431688).

GILAR-CORBÍ, R., POZO-RICO, T., SÁNCHEZ, B., & CASTEJÓN, J. L. (2018). Can emotional competence be taught in higher education? A randomized experimental study of an emotional intelligence training program using a multimethodological approach. Frontiers in Psychology, 9, 1039. https://doi.org/10.3389/fpsyg.2018.01039

GILAR-CORBI, R., POZO-RICO, T., & CASTEJÓN, J. L. (2019). Developing emotional intelligence in higher education: evaluation of the effectiveness of a program in three countries. Education XX1, 22(1), 161-187. https://doi.org/10.5944/educXX1.19880

GROSS, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2(3), 271-299. https://doi.org/10.1037/1089-2680.2.3.271

GÖRGENS-EKERMANS, G., DELPORT, M., & DU PREEZ, R. (2015). Developing emotional intelligence as a key psychological resource reservoir for sustained student success. SA Journal of Industrial Psychology, 41. https://doi.org/10.4102/sajip.v41i1.1251

GROVES, K. S., MCENRUE, M. P., & SHEN, W. (2008). Developing and measuring the emotional intelligence of leaders. Journal of Management Development, 27(2), 225-250. https://doi.org/10.1108/02621710810849353

HERPERTZ, S., SCHÜTZ, A., & NEZLEK, J. (2016). Enhancing emotion perception, a fundamental component of emotional intelligence: Using multiple-group SEM to evaluate a training program. Personality and Individual Differences, 95, 11-19. https://doi.org/10.1016/j.paid.2016.02.015

HODZIC, S., SCHARFEN, J., RIPOLL, P., HOLLING, H., & ZENASNI, F. (2018). How efficient are emotional intelligence trainings: A meta-analysis. Emotion Review, 10(2), 138-148. https://doi.org/10.1177/1754073917708613

HOWARD, A. R., HEALY, S. L., & BOYATZIS, R. E. (2017). Using leadership competencies as a framework for career readiness. New Directions for Student Leadership, 2017(156), 59-71. https://doi.org/10.1002/yd.20271

JIMÉNEZ PERALTA, M. I. (2019). Identidad académica: una franquicia en construcción. Educar, 55(2), 543-60. https://doi.org/10.5565/rev/educar.960

KASLER, J., HEN, M., & NOV, A. (2013). Building emotional competence in educators. International Journal of Higher Education, 2(4), 31-41. https://doi.org/10.5430/ijhe.v2n4p31

KOLB, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ.: Prentice Hall, Ed.

KOLB, D. A., & BOYATZIS, R. E. (1970). Goal-setting and self-directed behavior change. Human Relations, 23, 439-457. https://doi.org/10.1177/001872677002300506

KÖPPE, C., HELD, M. J., & SCHÜTZ, A. (2019). Improving emotion perception and emotion regulation through a web-based emotional intelligence training (WEIT) program for future leaders. International Journal of Emotional Education, 11(2), 17-32.

LANE, R. D., & SCHWARTZ, G. E. (1987). Levels of emotional awareness: A cognitive-developmental theory and its application to psychopathology. The American Journal of Psychiatry, 144(2), 133-143. https://doi.org/10.1176/ajp.144.2.133

LOEWE, N., BAGHERZADEH, M., ARAYA-CASTILLO, L., THIEME, C., & BATISTA-FOGUET, J. M. (2014). Life domain satisfactions as predictors of overall life satisfaction among workers: Evidence from Chile. Social Indicators Research, 118(1), 71-86. https://doi.org/10.1007/s11205-013-0408-6

MACÍAS, E., RODRÍGUEZ-SÁNCHEZ, M., AGUILERA, J. L., & GIL-HERNÁNDEZ, S. (2017). Acquisition of transversal skills through university tutoring. La Cuestión Universitaria, 9, 88-107.

MATTINGLY, V., & KRAIGER, K. (2019). Can emotional intelligence be trained? A meta-analytical investigation. Human Resource Management Review, 29(2), 140-155. https://doi.org/10.1016/j.hrmr.2018.03.002

MAYER, J. D., CARUSO, D. R., & SALOVEY, P. (2016). The ability model of emotional intelligence: Principles and updates. Emotion Review, 8(4), 290-300. https://doi.org/10.1177/1754073916639667

MCENRUE, M. P., GROVES, K. S., & SHEN, W. (2009). Emotional intelligence development: Leveraging individual characteristics. Journal of Management Development, 28, 150-174.

MOLERO, D., PANTOJA-VALLEJO, A., & GALIANO-CARRION, M. (2017). Emotional intelligence is a feature of initial teacher training. Educational Contexts, 20, 43-56. https://doi.org/10.18172/con.2993

MONTALVO-GARCÍA, A. (2021). La efectividad de los programas de desarrollo competencial emocional en la universidad [Unpublished doctoral dissertation]. Facultat de Psicologia, Ciencies de l’Educació i de l’Esport Blanquerna. Universitat Ramon Llull. Barcelona.

MONTERO, I., & LEÓN, O. G. (2007). A guide for naming research studies in Psychology. International Journal of Clinical and Health Psychology, 7(3), 847-862.

NÉLIS, D., KOTSOU, I., QUOIDBACH, J., HANSENNE, M., WEYTENS, F., DUPUIS, P., & MIKOLAJCZAK, M. (2011). Increasing emotional competence improves psychological and physical well-being, social relationships, and employability. Emotion, 11(2), 354-366. https://doi.org/10.1037/a0021554

NÉLIS, D., QUOIDBACH, J., MIKOLAJCZAK, M., & HANSENNE, M. (2009). Increasing emotional intelligence: (how) is it possible? Personality and Individual Differences, 47, 36-41. https://doi.org/10.1016/j.paid.2009.01.046

ORIOL, X., AMUTIO, A., MENDOZA, M., DA COSTA, S., & MIRANDA, R. (2016). Emotional creativity as predictor of intrinsic motivation and academic engagement in university students: the mediating role of positive emotions. Frontiers in Psychology, 7, 1243. https://doi.org/10.3389/fpsyg.2016.01243

PEKRUN, R., & PERRY, R. (2014). Control-value theory of achievement emotions. In R. PEKRUNAND & L. LINNENBRINK-GARCÍA (Eds.). International handbook of emotions in education (pp. 120-141). New York: Routledge.

PÉREZ-ESCODA, N. P., & ALEGRE, A. (2016). Does emotional intelligence moderate the relationship between satisfaction in specific domains and life satisfaction? International Journal of Psychology and Psychological Therapy, 16(2), 131-140.

PÉREZ-ESCODA, N., BISQUERRA, R., FILELLA, G., & SOLDEVILA, A. (2010). Construcción del cuestionario de desarrollo emocional de adultos (QDE-A). Revista Española de Orientación y Psicopedagogía, 21(2), 367-379. https://doi.org/10.5944/reop.vol.21.num.2.2010.11539

PÉREZ-ESCODA, N. P., SILVENTE, V. B., & ALEGRE, A. (2019). Development of social-emotional competences in higher education: Evaluation of the postgraduate course in emotional education. Bordón. Journal of Pedagogy, 71(1), 97-113.

SAMPIERI, R. H. (2018). Research methodology: The quantitative, qualitative and mixed routes. McGraw Hill.

RENÉ, C. (2015). Effects of emotional intelligence training on emerging staff and student leaders in a collegiate setting [Unpublished doctoral dissertation]. Nova Southeastern University.

REY, B. (2000). ¿Existen las competencias transversales? Educar, 26, 9-17. https://doi.org/10.5565/rev/educar.270

TUCE, D., & FAKO, I. (2014). The determinants of satisfaction with life in adolescents. Psychological Topics, 23(3), 407-433.

VESELY, A. K., SAKLOFSKE, D. H., & NORDSTOKKE, D. W. (2014). EI training and pre-service teacher wellbeing. Personality and Individual Differences, 65, 81-85. https://doi.org/10.1016/j.paid.2014.01.052

VILLANUEVA, G. (2014). Generic competencies in university students [Unpublished doctoral dissertation]. Universidad Complutense de Madrid.

WING, J. F., SCHUTTE, N. S., & BYRNE, B. (2006). The effect of positive writing on emotional intelligence and life satisfaction. Journal of Clinical Psychology, 62(10), 1291-1302. https://doi.org/10.1002/jclp.20292

Publicado

31-01-2022

Descargas

Los datos de descargas todavía no están disponibles.