Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo
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Data de Publicação: | 2016 |
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Tipo de documento: | Artigo |
Idioma: | spa |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.13/3505 |
Resumo: | The literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias & Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate sig nificant and positive relationships between the number of books read in the extracurricular activity with emotion al understanding and the perception of emotional intelligence. |
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Inteligencia emocional y actividad lectora en una escuela de 1. º CicloInteligencia emocionalLectura.Faculdade de Artes e HumanidadesThe literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias & Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate sig nificant and positive relationships between the number of books read in the extracurricular activity with emotion al understanding and the perception of emotional intelligence.La literatura ha demostrado que la inteligencia emocional tiene una gran importancia en indicadores de éxito personal como las relaciones interpersonales, el éxito académico y la adaptación personal y social. Por esta razón, la escuela tiene como misión no solo promover el aprendizaje de contenidos científicos sino también con tenidos emocionales y sociales que serán transversales a los largo de la vida y que son importantes trabajar desde la infancia. Ante esta situación, consideramos pertinente investigar si las actividades de lectura realizadas en aulas extracurriculares de biblioteca están relacionadas con el desarrollo de la inteligencia emocional en los alumnos, pues Mayer y Salovey (1997) afirman que la literatura es probablemente el primer hogar de la inteli gencia emocional. En este estudio participaron 55 niñas (55.6%) y 44 (44.4%) niños, entre los 7 y 10 años de edad, alumnos de una escuela pública de 1.º ciclo de la Região Autónoma da Madeira (RAM). Fueron escogidos dos instrumentos para evaluar la inteligencia emocional: una escala de desempeño y una de autoevaluación. Para evaluar el desempeño del alumno fue utilizada la versión portuguesa traducida por Roazzi et al. (2008) del Test of Emotion Comprehension (TEC) de Pons et al. (2004), que mide el nivel de comprensión emocional. Para eva luar la percepción del alumno sobre su inteligencia emocional fue utilizada la versión portuguesa del cuestiona rio de inteligencia emocional de Bar-On (Candeias & Rebocho, 2007). Como indicador de la actividad lectora de los alumnos fue contabilizado el número de libros leídos durante el primer periodo del año escolar 2013/2014 en el aula extracurricular de biblioteca o biblioteca abierta. Los resultados indican relaciones significativas y posi tivas entre el número de libros leídos en la actividad extracurricular de biblioteca con la comprensión emocional y con la percepción de inteligencia emocional.Asociación Internacional de Psicología Evolutiva y Educativa de la Infancia y de la Adolescencia, Mayores y Discapacidad (INFAD)DigitUMaSantos, Natalie de Nóbrega dosFranco, Glória2021-07-02T09:27:47Z2016-01-01T00:00:00Z2016-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttp://hdl.handle.net/10400.13/3505spaSantos, N. D. N., & Franco, G. (2014). Inteligencia emocional y actividad lectora en una escuela de 1. º ciclo. International Journal of Developmental and Educational Psychology, 5(1), 159-165. https://doi.org/10.17060/ijodaep.2014.n1.v5.65810.17060/ijodaep.2014.n1.v5.658info:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2022-09-05T12:56:28Zoai:digituma.uma.pt:10400.13/3505Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T15:06:41.874248Repositório 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 |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
title |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
spellingShingle |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo Santos, Natalie de Nóbrega dos Inteligencia emocional Lectura . Faculdade de Artes e Humanidades |
title_short |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
title_full |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
title_fullStr |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
title_full_unstemmed |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
title_sort |
Inteligencia emocional y actividad lectora en una escuela de 1. º Ciclo |
author |
Santos, Natalie de Nóbrega dos |
author_facet |
Santos, Natalie de Nóbrega dos Franco, Glória |
author_role |
author |
author2 |
Franco, Glória |
author2_role |
author |
dc.contributor.none.fl_str_mv |
DigitUMa |
dc.contributor.author.fl_str_mv |
Santos, Natalie de Nóbrega dos Franco, Glória |
dc.subject.por.fl_str_mv |
Inteligencia emocional Lectura . Faculdade de Artes e Humanidades |
topic |
Inteligencia emocional Lectura . Faculdade de Artes e Humanidades |
description |
The literature has shown that emotional intelligence has a great importance in personal success indicators such as interpersonal relationships, academic success and personal and social adjustment. For this reason, the school’s mission is not only to promote the learning of science but also emotional and social knowledge that will be significant cross life span and are important work since childhood. In this situation, we consider relevant to investigate whether reading activities conducted in extracurricular classroom are related to the development of emotional intelligence in students, since Mayer and Salovey (1997) argue that the literature is probably the first home of the intelligence emotional. The study included 55 girls (55.6 %) and 44 (44.4%) boys between 7 and 10 years old, students from a basic school from Região Autónoma da Madeira (RAM). Two instruments were chosen to assess emotional intelligence: a performance scale and self-assessment scale. To evaluate student performance was used the Portuguese version, translated by Roazzi et al. (2008), of the Test of Emotion Comprehension (TEC) of Pons et al. (2004), which measures the level of emotional understanding. To assess students’ perceptions of their emotional intelligence was used the Portuguese version of the questionnaire of emotional intelligence of Bar -On (Candeias & Rebocho , 2007). As an indicator of student reading activity, the number of books read during the first period of the 2013/2014 school year for extracurricular classroom was recorded. The results indicate sig nificant and positive relationships between the number of books read in the extracurricular activity with emotion al understanding and the perception of emotional intelligence. |
publishDate |
2016 |
dc.date.none.fl_str_mv |
2016-01-01T00:00:00Z 2016-01-01T00:00:00Z 2021-07-02T09:27:47Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.13/3505 |
url |
http://hdl.handle.net/10400.13/3505 |
dc.language.iso.fl_str_mv |
spa |
language |
spa |
dc.relation.none.fl_str_mv |
Santos, N. D. N., & Franco, G. (2014). Inteligencia emocional y actividad lectora en una escuela de 1. º ciclo. International Journal of Developmental and Educational Psychology, 5(1), 159-165. https://doi.org/10.17060/ijodaep.2014.n1.v5.658 10.17060/ijodaep.2014.n1.v5.658 |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Asociación Internacional de Psicología Evolutiva y Educativa de la Infancia y de la Adolescencia, Mayores y Discapacidad (INFAD) |
publisher.none.fl_str_mv |
Asociación Internacional de Psicología Evolutiva y Educativa de la Infancia y de la Adolescencia, Mayores y Discapacidad (INFAD) |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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