The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students

Detalhes bibliográficos
Autor(a) principal: Susana Sá
Data de Publicação: 2020
Outros Autores: José Morais, Fernando Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.36367/ntqr.2.2020.55-68
Resumo: Active methodologies are starting points for advances in the processes of reflection, cognitive integration, generalization, and re-elaboration of new practices, so that the Teacher consents to the Higher Education student to develop Emotional Intelligence cognitively. This qualitative study aims to present a diagnosis of Emotional Intelligence learning indicators, in order to answer the following research question: what are the learning strategies for developing Emotional Intelligence competences in Higher Education students? Two focus groups were held with two institutions of Public and Private Higher Education, in which 10 students and 4 Teachers participated. The content of the interviews was analyzed using the webQDA® qualitative analysis software. The following categories were identified and analyzed: self-knowledge, self-regulation, motivation, empathy, social skills and learning. We can conclude that the active methodologies, Problem Based Learning and Inverted Classroom, can contribute to develop Emotional Intelligence skills in Higher Education students.
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spelling The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education StudentsAs Metodologias Ativas como estratégias para o desenvolvimento de competências de Inteligência Emocional nos estudantes do Ensino SuperiorEnsino Superior; Inteligência Emocional; Metodologias Ativas; webQDA®.Active Methodologies; Emotional Intelligence; High Education; webQDA®.Active methodologies are starting points for advances in the processes of reflection, cognitive integration, generalization, and re-elaboration of new practices, so that the Teacher consents to the Higher Education student to develop Emotional Intelligence cognitively. This qualitative study aims to present a diagnosis of Emotional Intelligence learning indicators, in order to answer the following research question: what are the learning strategies for developing Emotional Intelligence competences in Higher Education students? Two focus groups were held with two institutions of Public and Private Higher Education, in which 10 students and 4 Teachers participated. The content of the interviews was analyzed using the webQDA® qualitative analysis software. The following categories were identified and analyzed: self-knowledge, self-regulation, motivation, empathy, social skills and learning. We can conclude that the active methodologies, Problem Based Learning and Inverted Classroom, can contribute to develop Emotional Intelligence skills in Higher Education students.As metodologias ativas são pontos de partida para avanços nos processos de reflexão, de integração cognitiva, de generalização, de reelaboração de novas práticas, de modo a que o Professor consinta ao estudante do Ensino Superior desenvolver cognitivamente a Inteligência Emocional. Este trabalho, de natureza qualitativa, tem como objetivo apresentar um diagnóstico de indicadores de aprendizagem de Inteligência Emocional, no sentido de responder à seguinte questão de pesquisa: quais as estratégias de aprendizagem para desenvolvimento de competências de IE nos estudantes do Ensino Superior? Realizaram-se dois focus group junto de duas instituições de Ensino Superior Público e Privado, nos quais participaram 10 estudantes e 4 professores. O conteúdo das entrevistas foi analisado com o software de análise qualitativa webQDA®. Identificaram-se e analisaram-se as seguintes categorias: autoconhecimento, auto-regulação, motivação, empatia, skills sociais e aprendizagem. Podemos concluir que as metodologias ativas, Problem Based Learning e Inverted Classroom, poderão contribuir para desenvolver skills de IE em estudantes de ensino Superior.Ludomedia2020-07-02info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.36367/ntqr.2.2020.55-68https://doi.org/10.36367/ntqr.2.2020.55-68New Trends in Qualitative Research; Vol. 2 (2020): Qualitative Research in Education: advances and challenges; 55-68New Trends in Qualitative Research; Vol. 2 (2020): Investigación Cualitativa en Educación: avances y desafíos; 55-68New Trends in Qualitative Research; Vol. 2 (2020): Investigação Qualitativa em Educação: avanços e desafios; 55-682184-777010.36367/ntqr.2.2020reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://publi.ludomedia.org/index.php/ntqr/article/view/247https://publi.ludomedia.org/index.php/ntqr/article/view/247/251Copyright (c) 2020 New Trends in Qualitative Researchinfo:eu-repo/semantics/openAccessSusana SáJosé MoraisFernando Almeida2023-08-13T09:12:42Zoai:ojs.publi.ludomedia.org:article/247Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:48:04.810732Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
As Metodologias Ativas como estratégias para o desenvolvimento de competências de Inteligência Emocional nos estudantes do Ensino Superior
title The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
spellingShingle The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
Susana Sá
Ensino Superior; Inteligência Emocional; Metodologias Ativas; webQDA®.
Active Methodologies; Emotional Intelligence; High Education; webQDA®.
title_short The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
title_full The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
title_fullStr The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
title_full_unstemmed The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
title_sort The Active Methodologies as Strategies for Development Emotional Intelligence Skills in Higher Education Students
author Susana Sá
author_facet Susana Sá
José Morais
Fernando Almeida
author_role author
author2 José Morais
Fernando Almeida
author2_role author
author
dc.contributor.author.fl_str_mv Susana Sá
José Morais
Fernando Almeida
dc.subject.por.fl_str_mv Ensino Superior; Inteligência Emocional; Metodologias Ativas; webQDA®.
Active Methodologies; Emotional Intelligence; High Education; webQDA®.
topic Ensino Superior; Inteligência Emocional; Metodologias Ativas; webQDA®.
Active Methodologies; Emotional Intelligence; High Education; webQDA®.
description Active methodologies are starting points for advances in the processes of reflection, cognitive integration, generalization, and re-elaboration of new practices, so that the Teacher consents to the Higher Education student to develop Emotional Intelligence cognitively. This qualitative study aims to present a diagnosis of Emotional Intelligence learning indicators, in order to answer the following research question: what are the learning strategies for developing Emotional Intelligence competences in Higher Education students? Two focus groups were held with two institutions of Public and Private Higher Education, in which 10 students and 4 Teachers participated. The content of the interviews was analyzed using the webQDA® qualitative analysis software. The following categories were identified and analyzed: self-knowledge, self-regulation, motivation, empathy, social skills and learning. We can conclude that the active methodologies, Problem Based Learning and Inverted Classroom, can contribute to develop Emotional Intelligence skills in Higher Education students.
publishDate 2020
dc.date.none.fl_str_mv 2020-07-02
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://doi.org/10.36367/ntqr.2.2020.55-68
https://doi.org/10.36367/ntqr.2.2020.55-68
url https://doi.org/10.36367/ntqr.2.2020.55-68
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publi.ludomedia.org/index.php/ntqr/article/view/247
https://publi.ludomedia.org/index.php/ntqr/article/view/247/251
dc.rights.driver.fl_str_mv Copyright (c) 2020 New Trends in Qualitative Research
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 New Trends in Qualitative Research
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Ludomedia
publisher.none.fl_str_mv Ludomedia
dc.source.none.fl_str_mv New Trends in Qualitative Research; Vol. 2 (2020): Qualitative Research in Education: advances and challenges; 55-68
New Trends in Qualitative Research; Vol. 2 (2020): Investigación Cualitativa en Educación: avances y desafíos; 55-68
New Trends in Qualitative Research; Vol. 2 (2020): Investigação Qualitativa em Educação: avanços e desafios; 55-68
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10.36367/ntqr.2.2020
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