Las aulas son contextos donde las emociones forman parte del proceso de aprendizaje. Las habilidades emocionales del docente son claves para fomentar ambientes de aprendizaje positivo. Pero ¿Cómo ayudan al profesorado y al alumnado?, ¿Cómo podemos mejorar las habilidades emocionales?, ¿Qué programas existen? Este trabajo aporta evidencias y recomendaciones útiles para el desarrollo de programas de inteligencia emocional con docentes.

Escasos trabajos han examinado las conductas específicas de ciberagresión por género y el papel de la adicción a Internet y el déficit en inteligencia emocional en la ciberagresión. Ser adicto a Internet y ciertos déficits emocionales explican la ciberagresión por género. Se subraya la importancia de programas sobre ciberagresión que incluyan el control parental y el fomento de habilidades emocionales.

Previous research suggests a strong association of health indicators with self-report ability emotional intelligence and self-report mixed EI, but a weak or moderate association with performance-based ability EI measures. The size of the association for ability EI may be inaccurately estimated, because there has not been enough research on the relationship of ability EI to health outcomes to allow moderator analyses in meta-analyses. Therefore the present review aimed to synthesize results specifically from studies on the relationship of performance-based ability EI (...) with depression and well-being across adult populations in different settings. We found that maximum-performance measures of ability EI are associated negatively with depression and positively with well-being, and that these associations are moderated and mediated by several factors, including gender and self-report EI. Our analysis highlights limitations in the evidence base and leads to recommendations for future research and for ability EI-based training programs. (shrink)

This commentary explores the use of interaction between moral heuristics and emotional intelligence (EI). The main insight presented is that the quality of moral decisions is very sensitive to emotions, and hence this may lead us to a better understanding of the role of emotional abilities in moral choices. In doing so, we consider how individual differences (specifically, EI) are related to moral decisions. We summarize evidence bearing on some of the ways in which EI might moderate framing effects in (...) different moral tasks such as “the Asian disease problem” and other more real-life problems like “a divorce decision.”. (shrink)

According to the broaden-and-build theory of positive emotions, the frequency of positive emotions is associated with the development of positive attitudes, cognitions, and behaviors in organizational contexts. However, positive and negative attitudes at work might also be influenced by different personal and job resources. While emotional intelligence has been significantly associated with positive job attitudes and personal well-being, no studies have yet examined the joint role of teacher happiness and emotional intelligence in key teacher job attitudes. The present study assesses (...) whether emotional intelligence interacts with levels of teacher happiness to jointly explain important teacher job attitudes. A total sample of 685 teaching professionals filled out a battery of scales including subjective happiness, emotional intelligence, job satisfaction, and turnover intention. Our results revealed that subjective happiness was significantly associated with both higher job satisfaction and lower turnover intention. Likewise, emotional intelligence was positively related to happiness and job satisfaction, and negatively related to turnover intention. Finally, interaction analysis showed the main effects of happiness and emotional intelligence in explaining teacher job attitudes. Beyond the main effects, the interaction effects of happiness and emotional intelligence were significant in predicting all teachers' job attitude indicators, even controlling for the effects of their sociodemographic variables. This work expands our knowledge about the role of teachers' positive emotions in the development of positive work attitudes, and also supports the inclusion of emotional skills in future teacher preparation programs as resources to facilitate work-related well-being. (shrink)

Past studies have reported emotional intelligence as a relevant factor in development and maintenance of eating disorders, as well as in increasing self-esteem and reducing anxiety. Similarly, research has showed that anxiety and self-esteem are positively and negatively associated to ED criteria, respectively. However, no prior studies have yet tested the multiple intervening roles of both self-esteem and anxiety as potential mediators of the association between EI and ED symptomatology. The present study aims to bridge these gaps by testing a (...) sequential path model. Specifically, we examine the potential sequential mediation effects of self-esteem-anxiety on the link between EI and ED. A sample composed of 516 Spanish undergraduate students and community adults completed measures of EI, self-esteem, anxiety, and ED symptomatology. The results show that high levels of EI were positively associated with self-esteem and negatively associated with anxiety and ED symptoms. Anxiety was positively associated to ED symptoms, while self-esteem levels were negatively linked to ED symptoms. Moreover, path analyses showed that self-esteem and anxiety fully mediated the relationship between EI and ED symptoms in sequence. These findings suggest that EI plays a key role in reducing symptomatology of ED through increased self-esteem and reduced anxiety symptoms, providing novel evidence regarding psychological mechanisms through which EI contributes to a reduction of ED symptomatology. Implications for assessing and improving these psychological resources in ED preventive programs are discussed. (shrink)

Biografia intelectual de dos vidas - las de Alberdi y Sarmiento - empenadas en derrotar el desierto barbaro, La tradicion republicana define con exactitud un cuadro irrepetible de nuestra historia. El fondo lo constituyen las guerras civiles y la organizacion nacional; el horizonte, las ideas politicas que se fueron formando desde mediados del siglo XVIII hasta la penultima decada del ochocientos. Alberdi y Sarmiento interrogan ese horizonte para arrancar el principio de legitimidad de la republica confrontandolo con la realidad criolla. (...) Esta version revisada y actualizada de La tradicion republicana nos permite reconocer en el pasado - y en las ideas que ayudaron a construir el presente - una clave infalible para su discernimiento e interpretacion.Un libro de inalterable vigencia en el que convergen la pasion y la lucidez. (shrink)

Contra el prejuicio que ve en la deconstrucción a una «enemiga» de las ciencias, este texto pretende exponer cómo la obra de Derrida tuvo siempre presente el conocimiento científico, y más aún, en qué sentido constituye una poderosa perspectiva para su «crítica y rectificación», eminentemente en el ámbito de las ciencias de la vida. Se intenta igualmente mostrar cómo la economía general de la deconstrucción tiene problemas para adecuarse al marco del neo-darwinismo imperante, y cómo una deconstrucción efectiva de la (...) biología actual, urgente y necesaria, deberá contar con las propuestas más «heterodoxas» que en el terreno biológico han ido surgiendo en los últimos cuarenta años, como las de Máximo Sandín o de Eric D. Schneider.  . (shrink)

Cooperative learning (CL) is one of the pedagogical models that has had more application in the area of Physical Education (PE) in recent years, being highly worked in the initial training of teachers. The aim of the study is to check to what extent future PE teachers are able to apply in the classroom the PE training they have received at university, deepening their fears, insecurities and problems when carrying it out. Thirteen future PE teachers (7 girls and 6 boys) (...) aged 20.87±1.43 participated and, after having been trained in CL in various subjects, applied it in the classroom during their internship. A qualitative methodology was used, being the interviews, the teaching diaries and the seminars with the tutor the instruments of data collection used. Three categories of analysis were used: a) initial expectations in the application of the CL; b) problems encountered in its implementation; c) reflection about its application in the future. The results showed how the future teachers did not see their expectations of success fulfilled, encountering resistance from both students and teachers in PE. Furthermore, they reflect the need to continue training in a model that has infinite nuances so that it can be implemented satisfactorily. It is necessary to continue researching a pedagogical model with so many possibilities in the area of PE and with so much transversality on a social level. (shrink)

Training for sustainable development is an educational challenge of prime importance. Physical activity and sports in natural environments provide training committed to sustainability and environmental education. The objective of this study was to assess the effects of an undergraduate training program in Physical Activities and Sports in Natural Environments concerned with sustainable development. A total of 113 students from the Autonomous University of Madrid who are studying a Bachelor’s Degree in Physical Activity and Sports Sciences and a Master’s Degree in (...) Teacher Training for Secondary Education and High School were involved. Specifically, we aimed to assess the impact of this training program on three dimensions related to Environmental Education. Its effect was also examined bearing in mind students’ sex, age and educational profile. Mixed-methods were used: for the quantitative approach, data were collected with the Environmental Attitude in Physical Activities in Natural Environments validated scale; for the qualitative approach individual reflective diaries completed by students that attended the program were analyzed. The results show positive effects on the students regarding the three dimensions of Environmental Education, for both the sportive and educational training profiles. The quantitative results do not present significant differences concerning the gender variable, although the qualitative information shows that female students perceived a greater environmental sensitivity during their practices. Regarding the age variable, significant differences are found in the youngest students with an educational profile. To conclude, the study ratifies that the program carried out generated improvements in terms of knowledge, behaviors and attitudes toward the environment and sustainable development. Future research should use larger samples and consider other variables related to education for sustainability. (shrink)