Emotional intelligence of students in a public elementary school
Emotional intelligence of students in a public elementary schoolArticle Sidebar
Main Article Content
The study analyzed the emotional intelligence of students in a public primary school in Pisco, Ica, during 2022. In the context of the COVID-19 pandemic, these abilities are essential to face daily challenges with understanding, creativity and social responsibility. The research, with a qualitative approach and a phenomenological-hermeneutic design, used semi-structured interviews to collect data. The results showed that emotional intelligence is a little known concept among teachers, students and parents, highlighting the need to first understand what intelligence is in order to address its educational development. Emotional instability was observed in students and difficulties in maintaining an adequate school climate, attributable to the lack of tools to manage situations of loss and frustration. It is recommended to implement workshops in the educational community to foster the mastery of emotional intelligence and promote a healthy coexistence in the school and daily environment.
The study analyzed the emotional intelligence of students in a public primary school in Pisco, Ica, during 2022. In the context of the COVID-19 pandemic, these abilities are essential to face daily challenges with understanding, creativity and social responsibility. The research, with a qualitative approach and a phenomenological-hermeneutic design, used semi-structured interviews to collect data. The results showed that emotional intelligence is a little known concept among teachers, students and parents, highlighting the need to first understand what intelligence is in order to address its educational development. Emotional instability was observed in students and difficulties in maintaining an adequate school climate, attributable to the lack of tools to manage situations of loss and frustration. It is recommended to implement workshops in the educational community to foster the mastery of emotional intelligence and promote a healthy coexistence in the school and daily environment.
Downloads
Article Details
Arcilla, S. (2018). La fenomenología hermenéutica en investigación: a propósito de un estudio sobre reflexión pedagógica desde las parábolas. Cuadernos de teología-Universidad Católica del Norte (En línea), 10(1), 94-111. Consultado de: https://doi.org/10.22199/S07198175.2018.0001.00005
CONCYTEC (2018). Guía práctica para la formulación y ejecución de proyectos de investigación y desarrollo (I+ d). Consultado de: http://www.untels.edu.pe/documentos/2020_09/2020.09.22_formuacionProyectos.pdf.
Fernández, A. y Montero, I. (2016). Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud, 14 (1), pp. 53-66. Aportes para la educación de la Inteligencia Emocional desde la Educación Infantil. Consultado de DOI: http://dx.doi.org/10.11600/1692715x.1412120415
Figueroa, L. y Jacinto, M. (2019). Referencias teóricas de la inteligencia emocional. Consultado del repositorio institucional URI: http://bibliotecavirtualoducal.uc.cl:8081/handle/20.500.11955/383
Goleman, D. (2022). La inteligencia emocional: Por qué es más importante que el cociente intelectual. EDICIONES B.
Gómez, J. (2018). Modelo de Acción Docente como Alternativa Pedagógica para el Manejo del Trastorno Disocial Escolar. Información tecnológica, 29(2), 53-62. http://dx.doi.org/10.4067/S0718-07642018000200053
Güiza, W. (2021). Factores motivacionales, metacognitivos y de inteligencia emocional, que potencian la participación de los estudiantes de grado noveno de la IED Agroindustrial Santiago de Chocontá, en las actividades lúdicas, recreativas y deportivas. Consultado de URI: https://hdl.handle.net/10656/13034
Hernández, R. y Mendoza, C. (2018). Metodología de la investigación. Las rutas cuantitativa, cualitativa y mixta. Ciudad de México, México: Editorial Mc Graw Hill Education, Año de edición: 2018, ISBN: 978-1-4562-6096-5, 714 p. Consultado de: https://virtual.cuautitlan.unam.mx/rudics/?p=2612
Huang, J., Han, M., Luo, T., Ren, A. y Zhou, X. (2020). Zhonghua Lao Dong Wei Sheng Zhi Ye Bing Za Zhi;38(3):192-5. Mental health survey of medical staff in a tertiary infectious disease hospital for COVID-19. Consulted from: https://pesquisa.bvsalud.org/global-literature-on-novel-coronavirus-2019-ncov/resource/pt/covidwho-324704
Ministerio de Salud ([MINSA], 2019). Normas legales sobre salud mental. Disponible en: http://www.minsa.gob.pe/transparencia/index.asp?op=115
OMS. (2020). Guía del IASC sobre salud mental y apoyo psicosocial en emergencias humanitarias y catástrofes. Consultado de: https://www.who.int/hac/techguidance/iascguidelinesspanish.pdf?ua=1
Ríos, R. (2017). Servicios Académicos Intercontinentales SL Primera Edición Digital. Metodología para la investigación y redacción. Málaga-España. Consultado de: https://www.eumed.net/libros-gratis/2017/1662/index.html
Samaniego, A., Urzúa, A., Buenahora, M., y Vera, P. (2020). Revista Interamericana de Psicología.;54(1):1298. Sintomatología asociada a trastornos de salud mental en trabajadores sanitarios en Paraguay: efecto covid-19. Disponible en: https://journal.sipsych.org/index.php/IJP/article/view/1298/1013
Sánchez, C., Daura, F., y Laudadío, J. (2019). La comunidad escolar como medio para el desarrollo socio emocional de los alumnos. Un estudio de caso en la República Argentina. Estudios pedagógicos (Valdivia), 45(3), 31-49. http://dx.doi.org/10.4067/S0718-07052019000300031
Vera, P. (2020). Panamerican Journal of Neuropsychology; 14(1):10-18. Psicología y covid-19: un análisis desde los procesos psicológicos básicos. Disponible en: http://www.cnps.cl/index.php/cnps/article/viewFile/393/440
Xiaoming, X., Ming, A., Su, H., Wo, W., Jianmei, C., Qi, Z. et al. (2020). The psychological status of 8817 hospital workers during COVID-19 Epidemic: A cross-sectional study in Chongqing. J Affect Disord; 276:555-61 Consulted from: https://doi.org/10.1016/j.jad.2020.07.092