Rendimiento académico en educación primaria: relaciones con la Inteligencia Emocional y las Habilidades Sociales

• Georgina Perpiñà Martí ^[1] ; Francesc Sidera Caballero ^[1] ; Elisabet Serrat Sellabona ^[1]
  1. [1] Universitat de Girona

     Universitat de Girona

     Gerona, España

     
• Localización: Revista de educación, ISSN 0034-8082, Nº 395 (Enero-Marzo), 2022 (Ejemplar dedicado a: Explorando lo común y lo público en las prácticas de enseñanza), págs. 291-319
• Idioma: español
• Títulos paralelos:
  • Academic achievement in middle childhood: relationships with Emotional Intelligence and Social Skills
• Enlaces
  • Texto completo (html)
• Dialnet Métricas: 15 Citas
• Resumen
  • español

    La Inteligencia emocional (IE) y las habilidades sociales (HHSS) siempre se han considerado importantes para el buen desarrollo de los niños y niñas. No obstante, en los últimos años están recibiendo cada vez más atención, sobre todo en el campo educativo, por su influencia en el contexto escolar. El objetivo de este estudio es examinar detalladamente la relación entre el rendimiento académico y la inteligencia emocional y las habilidades sociales. Concretamente analizamos las dimensiones específicas de la IE y las HHSS que están más relacionadas con el rendimiento académico en lengua y matemáticas. Ciento ochenta alumnos de entre 8 y 11 años participaron en el estudio. Se administró el inventario BarOn, el SSIS-RS de habilidades sociales y una prueba de competencias matemáticas y lingüísticas. Los resultados demuestran que hay relación entre la IE y las HHSS y el rendimiento académico. Los componentes Interpersonal y Adaptabilidad de la IE, junto con los factores de Comunicación y Cooperación han demostrado tener el mayor impacto en el rendimiento de los alumnos. Estos resultados ponen de manifiesto la necesidad de tener en cuenta las competencias socioemocionales de los alumnos para ayudarlos a alcanzar su máximo potencial académico y personal.

  • English

    Emotional intelligence (EI) and social skills (SS) have always been considered important for children’s psychological and behavioural adjustment. However, during the last century they are receiving increasing attention for its influence in the academic setting too. The objective of this study is to analyse in depth the relationship of school performance with EI and SS. Especially we examine which specific dimensions of EI and SS are more related to academic achievement in mathematics and language. One hundred eighty students between 8 and 11 years old participated in the study. We administered the BarOn EI Inventory, the Social Skills Improvement System – Rating Scales (SSIS) and a test of mathematics and linguistic competences. The results showed that there is a relationship between EI and SS and academic achievement. The Interpersonal and Adaptability components of EI, together with the Communication and Cooperation factors of SS have showed to have the strongest impact on academic achievement. These findings point out the need to consider students’ socioemotional competences in order to help them achieve all their academic and personal potential.

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