Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países.

Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan Luis Castejón-Costa

doi:10.5944/educxx1.19880

Authors

Raquel Gilar-Corbi Universidad de Alicante http://orcid.org/0000-0002-2209-4429
Teresa Pozo-Rico Universidad de Alicante
Juan Luis Castejón-Costa Universidad de Alicante

DOI:

https://doi.org/10.5944/educxx1.19880

Keywords:

Intelligence, Higher Education, Affective Development, University, Educational Method.

Agencies:

Ministerio de Economía y Competitividad / FEDER. Proyecto, [EDU2015-64562-R]

Abstract

Introduction: This study presents the results obtained from the Advanced
Training Program in Emotional Intelligence (ATPEC) on the planning and
managing of emotions, and the emotional intelligence experience in Higher Education. Since the beginning of the Bologna process, the objective of a complete education does not only address the teaching of technical abilities, but also of another competences such as team work, effective communication skills, project management, and time and capability to coordinate our emotions. Emotional Intelligence (EI) has been frequently related to the improvement of professional development. In fact, the general competences related to EI have been included in university curricula. Method: The present work aims to design and implement an advanced EI training course for 30 hours. The sample was obtained by 651 higher education students from 3 countries, Spain (n = 193), Moldova (n = 302) and Argentina (n = 156). Results: The results showed a significant improvement in all of the emotional abilities assessed, confirming the efficacy of the intervention program, regardless of the culture/country in which it is developed, and of the undergraduate degrees. Conclusions: the possibility to work in groups to solve study cases, the capability to learn independently or to use an e-learning
platform make this program a unique and efficient tool for the improvement of emotional competences. Implications of these results for the application of EI programs in Higher Education are discussed.

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Author Biographies

Raquel Gilar-Corbi, Universidad de Alicante

Raquel Gilar-Corbí es Profesora Titular desde 2003 y Directora del Departamento de Psicología Evolutiva y Didáctica de la Universidad de Alicante. Ha gestionado y participado en numerosos proyectos de investigación, tanto nacionales como internacionales. Sus intereses de investigación se centran en la el estudio de la inteligencia, la intervención con alumnado de bajo rendimiento académico, la intervención educativa en el caso de altas capacidades, la inteligencia emocional y la formación del profesorado.

Teresa Pozo-Rico, Universidad de Alicante

Teresa Pozo-Rico se doctoró en 2017 en el área de Investigación Educativa. Es profesora asociada en el Departamento de Psicología Evolutiva y Didáctica de la Universidad de Alicante y en la Universidad Nacional de Educación a Distancia (UNED). Trabaja como orientadora de programas de formación para docentes de Infantil, Primaria, Secundaria y Ciclos Formativos. Sus líneas de investigación giran en torno al estudio de la inteligencia emocional y los sistemas de innovación educativa e-learning.

Juan Luis Castejón-Costa, Universidad de Alicante

Juan Luis Castejón-Costa es Catedrático en el Departamento de Psicología Evolutiva y Didáctica de la Universidad de Alicante. Fue profesor invitado en la Universidad de Yale (EE.UU.), así como consultor de la Unión Europea para temas relacionados con la investigación educativa. Sus líneas de investigación giran en torno al estudio de la inteligencia, la inteligencia emocional, la motivación y el bajo rendimiento académico.

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