{"id":118013,"date":"2015-09-09T00:00:00","date_gmt":"2015-09-09T00:00:00","guid":{"rendered":"https:\/\/www.deberes.net\/tesis\/sin-categoria\/evaluation-of-a-programme-to-improve-emotional-intelligence-during-adolescence\/"},"modified":"2015-09-09T00:00:00","modified_gmt":"2015-09-09T00:00:00","slug":"evaluation-of-a-programme-to-improve-emotional-intelligence-during-adolescence","status":"publish","type":"post","link":"https:\/\/www.deberes.net\/tesis\/psicologia-escolar\/evaluation-of-a-programme-to-improve-emotional-intelligence-during-adolescence\/","title":{"rendered":"Evaluation of a programme to improve emotional intelligence during adolescence"},"content":{"rendered":"

Tesis doctoral de Ainize Pe\u00f1a Sarrionandia <\/strong><\/h2>\n

Abstractcurrently, academic research attention is focused on the importance of implementing psycho-educational programmes which promote socio-emotional development, life skills, etc. With the aim of preventing society\u00c2\u00bfs problems (such as bullying, depression, stress, etc.) As well as to strengthen health protection factors. In this way, this study had two objectives: 1) to evaluate the effects of a programme to improve emotional intelligence; and 2) to explore whether the programme results were affected differentially by gender and socio-economic level. The sample comprised 148 adolescents (between 13-16 years old). The study used a quasi-experimental design with repeated pretest\u00c2\u00bfposttest measures and control groups. Twelve assessment instruments were administered before and after the programme, as well as in the follow-up phase one year after the intervention concluded. The pretest\u00c2\u00bfposttest ancovas showed that the programme significantly increased emotional intelligence, positive social behaviours, assertive cognitive social interaction strategies, empathy, internal anger control, ability to analyze negative feelings and subjective perception of change, whilst psychosomatic symptoms decreased in experimental participants. These results remained stable in the follow-up phase, except for social behaviours and anger control. Moreover, variables that did not significantly improve at the posttest such as negative social behaviours, happiness, aggressive strategies of social interaction, stress management and emotional instability did improve significantly at the follow-up phase. Overall, no significant differences were found by gender or socio-economic level. The importance of implementing programmes to promote socio-emotional development has been discussed.Laburpenaegun, garapen sozioemozionala, bizitzarako gaitasunak\u00c2\u00bf bultzatzen dituzten esku-hartze psikoedukatiboak ezartzearen garrantzia indarra hartzen ari da. Izan ere, modu honetan gizartean dauden arazoei (bullying-a, depresioa, estresa\u00c2\u00bf) aurre egin eta osasuna babesten duten faktoreak indartzen dira. Hau kontuan harturik, ikerketa honek bi helburu izan zituen: 1) adimen emozionala hobetzeko programa baten efektuak ebaluatu; eta 2) programak eragindako efektuak genero eta maila sozioekonomikoaren arabera aldatzen diren aztertzea. Lagina, 148 nerabek osatu zuten (13-16 urte). Ikerketak pretest-postest neurri errepikatuko diseinu kuasi-esperimentala erabili zuen kontrol taldeekin. Hamabi ebaluazio tresna erabili ziren pretest eta postest faseetan, baita urtebete beranduago burutu zen segimendu fasean ere. Pretest-postest anova emaitzek erakutsi zuten programak esanguratsuki hobetu zituela adimen emozionala, jokaera sozial positiboak, interakzio sozialetako estrategia kognitibo asertiboak, enpatia, amorruaren barne kontrola, sentimendu negatiboak aztertzeko gaitasuna eta aldaketaren hautemate subjetiboa. Gainera, esku-hartzeak sintoma psikosomatikoak gutxitu zituen. Aldi berean, emaitzek baieztatu zuten programak antzeko eragina izan zuela bi sexuetan eta maila sozioekonomiko desberdinetan. Emaitza hauek egonkor mantendu ziren segimendu fasean, jokaera sozial eta amorruaren barne kontrolaren salbuespenekin. Bestalde, postestean esanguratsuki hobetu ez ziren aldagai batzuk, jokaera sozial negatiboak, zoriontasuna, interakzio sozialetako estrategia kognitibo asertiboak,estresaren maneiua eta desoreka emozionala hain zuzen ere, nabarmenki hobetu ziren segimenduan. Orokorrean ez zen desberdintasun esanguratsurik aurkitu genero eta maila sozioekonomikoaren arabera. Eztabaidan garapen sozioemozionala hobetzeko programak ezartzearen garrantziaz hitz egiten da.Extracto\/resumenactualmente se est\u00c2\u00bf enfatizando la importancia de implementar programas psicoeducativos que fomenten el desarrollo socioemocional, las habilidades para la vida\u00c2\u00bf con la finalidad de prevenir problemas actuales de nuestra sociedad (bullying, depresi\u00c2\u00bfn, estr\u00c2\u00bfs\u00c2\u00bf) as\u00c2\u00bf como de potenciar factores protectores de la salud. Ccon esta contextualizaci\u00c2\u00bfn, este estudio tuvo dos objetivos: 1) evaluar los efectos de un programa que fomenta la inteligencia emocional; y 2) explorar si el programa afect\u00c2\u00bf diferencialmente en funci\u00c2\u00bfn del g\u00c2\u00bfnero y el nivel socioecon\u00c2\u00bfmico. La muestra se configur\u00c2\u00bf con 148 adolescentes (13-16 a\u00c2\u00bfos). El estudio utiliz\u00c2\u00bf un dise\u00c2\u00bfo cuasi-experimental de medidas repetidas pretest-postest con grupos de control. Se administraron 12 instrumentos de evaluaci\u00c2\u00bfn antes y despu\u00c2\u00bfs del programa as\u00c2\u00bf como en el seguimiento un a\u00c2\u00bfo despu\u00c2\u00bfs de concluir la intervenci\u00c2\u00bfn. Los ancovas pretest-postest evidenciaron que el programa significativamente aument\u00c2\u00bf en los participantes experimentales la inteligencia emocional, las conductas sociales positivas, las estrategias asertivas de interacci\u00c2\u00bfn social, la empat\u00c2\u00bfa, el control interno de la ira, la capacidad de analizar sentimientos negativos y la percepci\u00c2\u00bfn subjetiva del cambio, disminuyendo los s\u00c2\u00bfntomas psicosom\u00c2\u00bfticos. Estos resultados se mantuvieron en la fase de seguimiento con la excepci\u00c2\u00bfn de las conductas sociales y el control de la ira. Por otra parte, variables que no mejoraron significativamente en el postest como las conductas sociales negativas, la felicidad, las estrategias agresivas de interacci\u00c2\u00bfn, el manejo del estr\u00c2\u00bfs y la inestabilidad emocional, mejoraron en la fase de seguimiento. En general no se encontraron diferencias significativas en funci\u00c2\u00bfn del g\u00c2\u00bfnero ni el nivel socioecon\u00c2\u00bfmico. El debate plantea la importancia de implementar programas para fomentar el desarrollo socioemocional.<\/p>\n

 <\/p>\n

Datos acad\u00e9micos de la tesis doctoral \u00abEvaluation of a programme to improve emotional intelligence during adolescence<\/strong>\u00ab<\/h3>\n
    \n
  • T\u00edtulo de la tesis:<\/strong>\u00a0 Evaluation of a programme to improve emotional intelligence during adolescence <\/li>\n
  • Autor:<\/strong>\u00a0 Ainize Pe\u00f1a Sarrionandia <\/li>\n
  • Universidad:<\/strong>\u00a0 Pa\u00eds vasco\/euskal herriko unibertsitatea<\/li>\n
  • Fecha de lectura de la tesis:<\/strong>\u00a0 09\/09\/2015<\/li>\n<\/ul>\n

     <\/p>\n

    Direcci\u00f3n y tribunal<\/h3>\n
      \n
    • Director de la tesis<\/strong>\n
        \n
      • Maite Garaigord\u00f3bil Landaz\u00e1bal<\/li>\n<\/ul>\n<\/li>\n
      • Tribunal<\/strong>\n
          \n
        • Presidente del tribunal: carmen Maganto mateo <\/li>\n
        • bernard Rim\u00e9 — (vocal)<\/li>\n
        • (vocal)<\/li>\n
        • (vocal)<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

           <\/p>\n","protected":false},"excerpt":{"rendered":"

          Tesis doctoral de Ainize Pe\u00f1a Sarrionandia Abstractcurrently, academic research attention is focused on the importance of implementing psycho-educational programmes which […]<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"site-sidebar-layout":"default","site-content-layout":"","ast-site-content-layout":"","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"","ast-breadcrumbs-content":"","ast-featured-img":"","footer-sml-layout":"","theme-transparent-header-meta":"","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-gradient":""}},"footnotes":""},"categories":[1175,12909,970,460],"tags":[232225,190361,13520,129352],"class_list":["post-118013","post","type-post","status-publish","format-standard","hentry","category-evaluacion-y-diagnostico-en-psicologia","category-pais-vasco-euskal-herriko-unibertsitatea","category-psicologia-del-nino-y-del-adolescente","category-psicologia-escolar","tag-ainize-pena-sarrionandia","tag-bernard-rime","tag-carmen-maganto-mateo","tag-maite-garaigordobil-landazabal"],"_links":{"self":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/118013","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/comments?post=118013"}],"version-history":[{"count":0,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/posts\/118013\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/media?parent=118013"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/categories?post=118013"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.deberes.net\/tesis\/wp-json\/wp\/v2\/tags?post=118013"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}