22 SES 04 C, Interactive Poster Session
Over the past two decades, scholars and practitioners have become increasingly interested in studying emotional intelligence and its competencies, and, in turn, their implications for important life outcomes. Accordingly, findings from diverse meta-analytic research have documented that they are important factor in both mental health, well-being criteria and performance (Martins et al., 2010; Sánchez-Álvarez et al., 2016).
In the academic context, the development of emotional intelligence contributes to students’ social and academic adjustment (Durlak et al. 2011; Greenberg et al. 2003), which is placed at the base of emotional competences (EC). EC are a practical application of emotional intelligence (Fernández-Pérez et al., 2017). This means that the simple presence of a high emotional intelligence is simply not enough. People have not only the potential of emotional intelligence, but also need to develop their emotional competences. Goleman (1998) suggested and proved that the emotional competences, are a higher ability that leads to performance. Moreover, they are trainable, and could be influenced by education (Boyatzis & Saatcioglu, 2008; Fernández-Pérez et al., 2017), having beneficial effects on individuals (ej. Durlak et al., 2011; Ruiz-Aranda et al., 2012). Then, we analyze the effects of emotional competencies (EC) on student’s Academic Performance (AP), instead of Emotional Intelligence, what lead the study to focus on the individual and combined effect of every EC on the AP of the student.
Then, the purpose of this study are to use the construct EC as a behavioural approximation of emotional intelligence through a descriptive definition based on Goleman (1998) and Cherniss and Goleman (2005), with six clusters or groups of EC: self-awareness, self-regulation, motivation, empathy, leadership and social skills.
The sample population for our study consisted of 216 university students, all studying degrees in management and business subjects, at the University of Granada, in Spain. The data were obtained from a survey conducted at end of course 2015-2016 in the monitoring subjects. In order to obtain a valid and complete set of data, SEM analysis (LISREL) was performed. Regarding the sample characteristics, 63 percent of the study population was female and 37 percent male, with an average age of 22 years. With respect to the grant, 33.8 percent of the students have a grant and 66.2 percent not to have. La nota media de expediente de los alumnos es de 6.62. Harman’s single-factor test was used to test for common method bias. We also examined whether there were differences in academic performance according to these students’ EC and the moderator role of cooperative learning. In this regard, the teacher designed some cooperative activities that helped students to work in groups, be active throughout the teaching-learning process, be aware of the emotional competences present in the activities suggested and develop their emotional competences.
The European Higher Education Area (EHEA) has required changes in Universities. It implies a shift to a University with a learning approach where the output is the most important thing, on the contrary of the previous teaching approach centred in inputs. This new space must create competent, responsible, and critical professionals who are able to be adaptable in the labour market. The creation of the EHEA has involved substantial changes at tertiary education that affect the main elements of the teaching-learning process, i.e. objectives, contents, methodology and evaluation (Barkeley et al., 2005). This new environment has driven a deep reflection about the higher education´s training and the way the knowledge is taught by the teachers. The learning is constructed from 4 basis: Learn to know, learn to do, learn to be and learn to live together (Delors, 1996). Therefore, the new teaching view is focused on the assessment of specific competences (related to a specific disciplines) and transversal competencies (more general and shared in all the knowledge disciplines), where EC are included (Filella et al., 2014). These are essential for the integral development of students and for the development of academic competences. Additionally, cooperative learning is recently demonstrating to be a clear example of active pedagogy because it promotes that students learn by doing and by working together in groups in order to accomplish a common goal (Johnson et al, 2007; 2014). Therefore, in this paper we analyse if cooperative learning encourage the relationship EC and academic performance in management, since it is expected to provide the necessary leadership for motivating and empowering links between students and teachers-students Results reveal that, when cooperative learning is included, the direct effects of EC on AP do not drastically change. Moreover, cooperative learning show neither direct effect on AP.
Barkeley, E.F., Cross, K.P. & Major, C.H. (2005). Collaborative Learning Techniques: A Handbook for College Faculty. San Francisco, CA: Jossey-Bass. Boyatzis, R. E., & Saatcioglu, A. (2008). A 20-Year View of Trying to Develop Emotional, Management education. Journal of Management Development, 27(1), 92-108. Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. Fernández-Pérez, V., Montes-Merino, A., Rodríguez-Ariza, L., & Galicia, P. E. A. (2017). Emotional Competencies and Cognitive Antecedents in Shaping Student’s Entrepreneurial Intention: The Moderating Role of Entrepreneurship Education. International Entrepreneurship and Management Journal, 1-25. Filella, G., Pérez, N., Morera, M. J. A., & Granado, X. O., Resultados de la Aplicación de un Programa de Educación Emocional en Educación Primaria. Estudios Sobre Educación, 26, 125-147 (2014). Goleman, D. (1998). Working with Emotional Intelligence. New York: Bantam Books. Greenberg, M., Weissberg, R., O Brien, M., Zins, J., Fredericks, L., Resnik, H., & Elias, M.J. (2003). Enhancing School-Based Prevention and Youth Development Through Coordinated Social, Emotional, and Academic Learning. American Psychologist, 58(6/7), 466-474. Johnson, D. W., Johnson, R. T., & Smith, K. (2007). The State of Cooperative Learning in Postsecondary and Professional Settings. Educational Psychology Review,19(1),15-29. Johnson, D. W., Johnson, R. T., & Smith, K. A. (2014). Cooperative Learning: Improving University Instruction by Basing Practice on Validated Theory. Journal on Excellence in University Teaching,25(4),1-26. Martins, A., Ramalho, N., & Morin, E. (2010). A Comprehensive Meta-Analysis of the Relationship between Emotional Intelligence and Health. Personality and Individual Differences, 49, 554–564.. Ruiz-Aranda, D., Castillo, R., Salguero, J. M., Cabello, R., Fernández-Berrocal, P., & Balluerka, N. (2012). Short- and Mid-Term Effects of Emotional Intelligence Training on Adolescent Mental Health. Journal of Adolescence Health, 51(5), 462–467. Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The Relation between Emotional Intelligence and Subjective Well-Being: A Meta-Analytic Investigation. The Journal of Positive Psychology, 11, 276–285.
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
The programme is updated regularly (each day in the morning)
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.