Research Article
Year 2017,
, 21 - 28, 30.04.2017
Abstract
References
- Barna, J. & Brott, P. (2011). How important is personal-social development to academic achievement? The elementary school conselor´s perspective. Professional school counseling, 14 (3), 242-250. Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): A test of Emotional Intelligence. Toronto: Multi-Health Systems. Bar-On, R., Granel, D., Denburg, N., & Bechara, A. (2003) Exploring the neurological substrate of emotional and social intelligence. ProQuest Medical Library; 28 (8), 1700-1800. Retrieved in http://proquest.umi.com/pqdwb?did=404678131 Caballero, P. A. (2009). Competencias Emocionales: Aprendizaje, desarrollo y evaluación. Madrid, Spain: Universidad Camilo José Cela. Caballero, P.A. (Dir.) & Cifuentes, M. E. (2014). La influencia de la inteligencia emocional y las aptitudes en el rendimiento matemático de un grupo de alumnos de 6º curso de Educación Primaria. Diploma de Estudios Avanzados no publicado. Madrid, Spain: Universidad Camilo José Cela. Caballero García, P.A. & Cifuentes, M. E. (2014). Emotional intelligence and aptitude on mathematics achievement: a study with primary students. Actas de la VII Internacional Conference of Education, Research and Innovation (ICERI 2014). Sevilla, Spain, 17-19 de noviembre Callejo, M.L. & Vila, A. (2004). Matemáticas para aprender a pensar: El papel de las creencias en la resolución de problemas. Madrid, Spain: Narcea. Castejón, J.L., Gilar, R. & Pérez, A. M. (2007). El papel de las habilidades intelectuales generales en la adquisición del conocimiento conceptual y procedimental en una situación de aprendizaje complejo. Revista de Psicología General y Aplicada, 60 (1-2), 149-166. Chamorro-Premuzic, T. & Furnham, A. (2006). Self-assessed intelligence and academic performance. Educational Psychology, 26(6), 769-779. Dawda, D., & Hart, S. (2000). Assessing emotional intelligence: reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-I) in university students. Personality and Individual Differences, 28 (4), 797-812. Deary, I. J., Strand, S., Smith, P. & Fernández, C. (2007). Intelligence and educacional achievement. Intelligence, 35(1), 13-21. Descals, A. & Rivas, F. (2002). Capacidades intelectuales y rendimiento escolar de Estudiantes de secundaria: constatación de uma limitada relación. Revista Galego-Portuguesa de Psicoloxía e Educación, 8, 203-214. Devi, L. U., y Rayulu, T. R. (2005). Levels of emotional intelligence of adolescent boys and girls: A comparative study. Journal of Indian Psychology, 23, 6-11. Durén, A., Extremera, N., Rey, L., Fernández-Berrocal, P. & Montealbán, F.M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158-164. Extremera, N. & Fernández-Berrocal, P. (2004). El papel de la Inteligencia Emocional en el Alumnado: Evidencias Empíricas. Revista Electrónica de Investigación Educativa, 6 (2). Retrieved in http://redie.uabc.mx/index.php/redie/article/view/105 Fernández-Berrocal, P., Extremera, N. & Ramos, (2004). Trait Meta-Mood Scale (TMMS-24). Retrieved in http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints...Mood%20Meas%20and%20Mood%20Cong/TMMS24%20con%20referencias%202007.pdf Ferrando, M., Prieto, M., Alameida, L., Ferrándiz, C., Bermejo, R., López-Pina, J., Hernández, D., Sainz, M., Fernández, M. (2010). Trait Emotional Intelligence and Academic Performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment. July 29. DOI: 10.1177/0734282910374707. Frank, M. L. (1988). La resolución de problemas y las creencias matemáticas. Arithmetic Teacher, Enero 1988. Gairín, J. (1990). Las actitudes en educación. Un estudio sobre la educación matemática. Barcelona, Spain: Boixareu Universitaria. Garofalo, J. y Lester, F. (1985). Metacognition, cognitive, monitoring and mathematical performance. Journal for Research in Mathematics Education, 16, 163-176. Gómez-Chacón, I.M. (1997). Procesos de aprendizaje con poblaciones de fracaso escolar en contextos de exclusión social. Las influencias afectivas en el conocimiento de las matemáticas. Tesis doctoral. Madrid, Spain: Universidad Complutense de Madrid. Gómez-Chacón, I.M. (2000). Matemática emocional. Los afectos en el aprendizaje matemático. Madrid, Spain: Narcea. Harrod, N. R. & Scheer, S. D. (2005). An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence (San Diego) an International Quarterly Devoted to the Physiological, Psychological, Psychiatric, Sociological and Educational Aspects of the Second Decade of Human Life, 40 (159), 503-524. Houtmeyers, K. A. (2002). Attachment relationships and emotional intelligence in preschoolers. Dissertation Abstracts International: Section B: The Sciences and Engineering. 62(10), 4818B. Laidra, K., Pullman, H. & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441-451. Lumley, M. A., Gustavson, B. J., Partridge, R. T., & Labouvie-Vief, G. (2005). Assessing alexithymia and related emotional ability constructs using multiple methods: interrelationships among measures. Emotion, 5 (3), 329-342. Mayer, J.D. & Salovey, P. (1997): What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (p. 3-31) New York: Basic Books. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of Research on Mathematics Teaching and Learning, 575-596. McMahon, S. D., Rose, D. S. & Parks, M. (2004). Multiple intelligence and reading achievement: An examination of the Teele Inventory of Multiple Intelligences. Journal of Experimental Education, 73(1), 41-52. Nasir, M. & Masrur, R. (2010). An exploration of emocional intelligence of the students of IIUI in relation to gender, age and academic achievement. Bulletin of education and research, 32 (1), 37-51. Navas, L., Sampascual, G. & Santed, M. A. (2003). Predicción de las calificaciones de los estudiantes: la capacidad explicativa de la inteligencia general y de la motivación. Revista de Psicología General y Aplicada, 56(2), 225-237. Palomera, R. (2005). Validez de constructo y desarrollo de la inteligencia emocional. Tesis doctoral no publicada. Madrid, Spain: Universidad Nacional de Educación a Distancia. Palomera, R., Gil-Olarte, P. & Brackett, M. (2006). ¿Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa. Retrieved in: http://www.revistaeducacion.mec.es/ re341/re341_28.pdf Ridgell, S. D. & Lounsbury, J. W. (2004). Predicting academic success: general intelligence, “Big Five” personality traits, and work drive. College Student Journal, 8(4), 60. Rofhus, E.L. & Ackerman, P.L. (1999). Assessing individual differences in knowledge: knowledge, intelligence, and related traits. Journal of Educational Psychology, 91(3), 511-526. Santesso, D. L., Reker, D. L., Schimdt, L. A., & Segalowitz, S. J. (2006). Frontal Electroencephalogram Activation Asymmetry, Emotional Intelligence, and Externalizing Behaviors in10-Years-Old Children. Child Psychiatry y Human Development, 36, 311-328. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press. Young, L. D. (200). Parental influences on individual differences in emotional understanding. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(9), 5128B. Yuste Hernanz, C. (2009). BADyG-E3 Renovado. Batería de Aptitudes Diferenciales y Generales. Madrid, Spain: CEPE.
Year 2017,
, 21 - 28, 30.04.2017
Abstract
The research about the determinants of performance keeps on being educational and social interest. The relationship between emotional intelligence and aptitudes in academic performance is not sufficiently demonstrated, as we do not have conclusive data about the differences of gender in these variables. We also should take into account that we keep finding contradictory data in our literature reviews. In our study we will try to bring some clarity to this issue. Our purpose was on the one hand, to determine whether there are differences by gender in emotional intelligence, aptitudes and mathematical performance and, on the other hand, check if there is a relationship between the emotional intelligence aptitudes and the mathematical performance, and finally, we wanted to determine if the emotional intelligence and aptitudes are predictive variables of the performance in mathematics in students of 6th year of primary education. The sample was made up of a total of 34 students (38% girls and 62% boys) of this educational stage, with an average age of 11.5 years. The instruments used were: TMMS-24, BADyG-E3 and qualification lists in the subject of mathematics. Data collection was performed during the class in 4 sessions of about one hour. Descriptive, correlational and predictive data analysis were made. In the results, we describe the sample of students, their emotional intelligence profile, aptitudes and average performance in mathematics; the influence of gender on emotional intelligence, aptitudes and mathematical performance, and predictive value of emotional intelligence and aptitudes in the performance in this area of the curriculum of primary school. The data are discussed because of its importance in explaining the poor performance in mathematics of Spanish students in international tests (PISA, TIMSS), as well as promoting emotional intelligence and differential aptitudes of students as factors of academic success.
Keywords
Gender emotional intelligence aptitudes math performance primary education género inteligencia emocional rendimiento matemático educación primaria
References
- Barna, J. & Brott, P. (2011). How important is personal-social development to academic achievement? The elementary school conselor´s perspective. Professional school counseling, 14 (3), 242-250. Bar-On, R. (1997). The Bar-On Emotional Quotient Inventory (EQ-i): A test of Emotional Intelligence. Toronto: Multi-Health Systems. Bar-On, R., Granel, D., Denburg, N., & Bechara, A. (2003) Exploring the neurological substrate of emotional and social intelligence. ProQuest Medical Library; 28 (8), 1700-1800. Retrieved in http://proquest.umi.com/pqdwb?did=404678131 Caballero, P. A. (2009). Competencias Emocionales: Aprendizaje, desarrollo y evaluación. Madrid, Spain: Universidad Camilo José Cela. Caballero, P.A. (Dir.) & Cifuentes, M. E. (2014). La influencia de la inteligencia emocional y las aptitudes en el rendimiento matemático de un grupo de alumnos de 6º curso de Educación Primaria. Diploma de Estudios Avanzados no publicado. Madrid, Spain: Universidad Camilo José Cela. Caballero García, P.A. & Cifuentes, M. E. (2014). Emotional intelligence and aptitude on mathematics achievement: a study with primary students. Actas de la VII Internacional Conference of Education, Research and Innovation (ICERI 2014). Sevilla, Spain, 17-19 de noviembre Callejo, M.L. & Vila, A. (2004). Matemáticas para aprender a pensar: El papel de las creencias en la resolución de problemas. Madrid, Spain: Narcea. Castejón, J.L., Gilar, R. & Pérez, A. M. (2007). El papel de las habilidades intelectuales generales en la adquisición del conocimiento conceptual y procedimental en una situación de aprendizaje complejo. Revista de Psicología General y Aplicada, 60 (1-2), 149-166. Chamorro-Premuzic, T. & Furnham, A. (2006). Self-assessed intelligence and academic performance. Educational Psychology, 26(6), 769-779. Dawda, D., & Hart, S. (2000). Assessing emotional intelligence: reliability and validity of the Bar-On Emotional Quotient Inventory (EQ-I) in university students. Personality and Individual Differences, 28 (4), 797-812. Deary, I. J., Strand, S., Smith, P. & Fernández, C. (2007). Intelligence and educacional achievement. Intelligence, 35(1), 13-21. Descals, A. & Rivas, F. (2002). Capacidades intelectuales y rendimiento escolar de Estudiantes de secundaria: constatación de uma limitada relación. Revista Galego-Portuguesa de Psicoloxía e Educación, 8, 203-214. Devi, L. U., y Rayulu, T. R. (2005). Levels of emotional intelligence of adolescent boys and girls: A comparative study. Journal of Indian Psychology, 23, 6-11. Durén, A., Extremera, N., Rey, L., Fernández-Berrocal, P. & Montealbán, F.M. (2006). Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, 158-164. Extremera, N. & Fernández-Berrocal, P. (2004). El papel de la Inteligencia Emocional en el Alumnado: Evidencias Empíricas. Revista Electrónica de Investigación Educativa, 6 (2). Retrieved in http://redie.uabc.mx/index.php/redie/article/view/105 Fernández-Berrocal, P., Extremera, N. & Ramos, (2004). Trait Meta-Mood Scale (TMMS-24). Retrieved in http://www.unh.edu/emotional_intelligence/EI%20Assets/Reprints...Mood%20Meas%20and%20Mood%20Cong/TMMS24%20con%20referencias%202007.pdf Ferrando, M., Prieto, M., Alameida, L., Ferrándiz, C., Bermejo, R., López-Pina, J., Hernández, D., Sainz, M., Fernández, M. (2010). Trait Emotional Intelligence and Academic Performance: Controlling for the effects of IQ, personality, and self-concept. Journal of Psychoeducational Assessment. July 29. DOI: 10.1177/0734282910374707. Frank, M. L. (1988). La resolución de problemas y las creencias matemáticas. Arithmetic Teacher, Enero 1988. Gairín, J. (1990). Las actitudes en educación. Un estudio sobre la educación matemática. Barcelona, Spain: Boixareu Universitaria. Garofalo, J. y Lester, F. (1985). Metacognition, cognitive, monitoring and mathematical performance. Journal for Research in Mathematics Education, 16, 163-176. Gómez-Chacón, I.M. (1997). Procesos de aprendizaje con poblaciones de fracaso escolar en contextos de exclusión social. Las influencias afectivas en el conocimiento de las matemáticas. Tesis doctoral. Madrid, Spain: Universidad Complutense de Madrid. Gómez-Chacón, I.M. (2000). Matemática emocional. Los afectos en el aprendizaje matemático. Madrid, Spain: Narcea. Harrod, N. R. & Scheer, S. D. (2005). An exploration of adolescent emotional intelligence in relation to demographic characteristics. Adolescence (San Diego) an International Quarterly Devoted to the Physiological, Psychological, Psychiatric, Sociological and Educational Aspects of the Second Decade of Human Life, 40 (159), 503-524. Houtmeyers, K. A. (2002). Attachment relationships and emotional intelligence in preschoolers. Dissertation Abstracts International: Section B: The Sciences and Engineering. 62(10), 4818B. Laidra, K., Pullman, H. & Allik, J. (2007). Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42(3), 441-451. Lumley, M. A., Gustavson, B. J., Partridge, R. T., & Labouvie-Vief, G. (2005). Assessing alexithymia and related emotional ability constructs using multiple methods: interrelationships among measures. Emotion, 5 (3), 329-342. Mayer, J.D. & Salovey, P. (1997): What is emotional intelligence? In P. Salovey & D. Sluyter (Eds). Emotional Development and Emotional Intelligence: Implications for Educators (p. 3-31) New York: Basic Books. McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. Handbook of Research on Mathematics Teaching and Learning, 575-596. McMahon, S. D., Rose, D. S. & Parks, M. (2004). Multiple intelligence and reading achievement: An examination of the Teele Inventory of Multiple Intelligences. Journal of Experimental Education, 73(1), 41-52. Nasir, M. & Masrur, R. (2010). An exploration of emocional intelligence of the students of IIUI in relation to gender, age and academic achievement. Bulletin of education and research, 32 (1), 37-51. Navas, L., Sampascual, G. & Santed, M. A. (2003). Predicción de las calificaciones de los estudiantes: la capacidad explicativa de la inteligencia general y de la motivación. Revista de Psicología General y Aplicada, 56(2), 225-237. Palomera, R. (2005). Validez de constructo y desarrollo de la inteligencia emocional. Tesis doctoral no publicada. Madrid, Spain: Universidad Nacional de Educación a Distancia. Palomera, R., Gil-Olarte, P. & Brackett, M. (2006). ¿Se perciben con inteligencia emocional los docentes? Posibles consecuencias sobre la calidad educativa. Retrieved in: http://www.revistaeducacion.mec.es/ re341/re341_28.pdf Ridgell, S. D. & Lounsbury, J. W. (2004). Predicting academic success: general intelligence, “Big Five” personality traits, and work drive. College Student Journal, 8(4), 60. Rofhus, E.L. & Ackerman, P.L. (1999). Assessing individual differences in knowledge: knowledge, intelligence, and related traits. Journal of Educational Psychology, 91(3), 511-526. Santesso, D. L., Reker, D. L., Schimdt, L. A., & Segalowitz, S. J. (2006). Frontal Electroencephalogram Activation Asymmetry, Emotional Intelligence, and Externalizing Behaviors in10-Years-Old Children. Child Psychiatry y Human Development, 36, 311-328. Schoenfeld, A. H. (1985). Mathematical problem solving. Orlando, FL: Academic Press. Young, L. D. (200). Parental influences on individual differences in emotional understanding. Dissertation Abstracts International: Section B: The Sciences and Engineering, 66(9), 5128B. Yuste Hernanz, C. (2009). BADyG-E3 Renovado. Batería de Aptitudes Diferenciales y Generales. Madrid, Spain: CEPE.
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Details
| Primary Language | English |
|---|---|
| Journal Section | Articles |
| Authors | |
| Publication Date | April 30, 2017 |
| Submission Date | February 5, 2017 |
| Published in Issue | Year 2017 |
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