Inteligencia emocional en 5º y 6º de Educación Primaria. Percepción, comprensión y regulación de las emociones del alumnado en función del género, la edad y el contexto

  1. López-Noguero, Fernando 1
  2. Gallardo-López, José Alberto 2
  3. Muñoz-Villaraviz, David 3
  1. 1 Universidad Pablo de Olavide
    info

    Universidad Pablo de Olavide

    Sevilla, España

    ROR https://ror.org/02z749649

  2. 2 Universidad de Cádiz
    info

    Universidad de Cádiz

    Cádiz, España

    ROR https://ror.org/04mxxkb11

  3. 3 CEIP San José Obrero
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Journal:
Electronic journal of research in educational psychology

ISSN: 1696-2095

Year of publication: 2023

Issue Title: 1 de septiembre de 2023

Volume: 21

Issue: 60

Pages: 257-290

Type: Article

DOI: 10.25115/EJREP.V21I60.7868 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Electronic journal of research in educational psychology

Abstract

Introduction.  Emotional education is a permanent educational process, whose objective is to develop emotional skills that enable human beings to live together in society, and that contribute to improve their personal and social well-being. Education in schools, from a traditional perspective, has focused for many years on transmitting knowledge and developing learning without considering the emotional and social aspects of the students. Method. The aim of this research is to analyze how Primary Education students perceive, understand and regulate their emotions, assessing their levels of emotional attention, emotional clarity and emotion repair, observing whether gender, age or the context of the educational centers where they study have an influence. To achieve this objective, the Trait Meta Mood Scale-24 (TMMS-24) was applied to a sample of 1091 students belonging to the third cycle of Primary Education (5th and 6th grades), from public schools in the province of Seville (Spain). The research methodology used was an ex post facto, quantitative, cross-sectional, descriptive design. Results. The results indicate that, in general, the participants present adequate levels of attention or perception of emotions, emotional understanding, and emotional regulation. However, gender is shown to be a significant variable, influencing to a certain degree the results obtained. On the other hand, age is also a variable that influences the results obtained in the dimensions of analysis, with the result that as age increases, lower scores are obtained in attention, comprehension, and emotion regulation. Finally, the educational context of the centers where the participant's study has also been revealed as an aspect to be considered in the results of this research. Discussion and Conclusion. In general conclusions, it can be pointed out that the variable "gender" influences, to a certain extent, the results obtained in the different dimensions of analysis. About the variable "age", it was found that it presents a high correlation with the subscales "perception", "understanding" and "regulation", concluding that the older the age, the lower the scores. Similarly, the context where the educational center is located in an influential factor in the students' capacities of perception, comprehension, and emotional regulation, according to the data obtained.

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