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Profiles of emotional intelligence and learning strategies in a sample of Chilean students

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Abstract

In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.

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Author information

Authors and Affiliations

  1. Área of Developmental and Educational Psychology, Department of Developmental Psychology and Didactics, University of Alicante, Alicante, Spain

    José M. García-Fernández, Raquel Suriá, Nelly Lagos-San Martín, Carolina Gonzálvez-Maciá, David Aparisi & Mari C. Martínez-Monteagudo

  2. Área of Developmental and Educational Psychology, Department of Health Psychology, Miguel Hernández University of Elche, Avda. de la Universidad, s/n. 03202 Elche, Alicante, Spain

    Cándido J. Inglés

Authors
  1. José M. García-Fernández
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  2. Cándido J. Inglés
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  3. Raquel Suriá
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  4. Nelly Lagos-San Martín
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  5. Carolina Gonzálvez-Maciá
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  6. David Aparisi
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  7. Mari C. Martínez-Monteagudo
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Corresponding author

Correspondence to Cándido J. Inglés.

Additional information

José M. García-Fernández. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain. E-mail: josemagf@ua.es

Current themes of research

José M. García-Fernández holds a Ph.D. in Psychology and is a Full Tenured University Lecturer in the Department of Developmental Psychology and Didactics of the University of Alicante. His research focuses mainly on school anxiety and school refusal behavior and its relation with cognitive-motivational variables and academic achievement in children and adolescents.

Most relevant publications in the field of Psychology of Education (max: 5)

Delgado, B., Inglés, C.J. 'y García-Fernández, J.M. (2013). Social Anxiety and Self-Concept in Adolescence. Psicodidáctica, 28(1), 179–194. doi: 0.1387/RevPsicodidact.6411

García-Fernández, J.M., Inglés, C.J., Marzo, J.C. y Martínez-Monteagudo, M.C. (2014). Psichometric properties of the School Anxiety Inventory-Short Versión in Spanish secondary education students. Psicothema, 22(6), 286–292. doi: 10.7334/psicothema2013.288.

García-López, L.J., Inglés, C.J., García-Fernández, J.M., Hidalgo, M.D., Bermejo, R. y Puklek, M. (2011). Psychometric Properties and Clinical Cut-Off Scores of the Spanish Version of the Social Anxiety Scale for Adolescents. Journal of Personality Assessment, 93(5), 474–482.

Torregrosa, M.S., Inglés C.J., García-Fernández, J.M., Gázquez, J.J., Díaz-Herrero, A. y Bermejo, R.M. (2012). Conducta agresiva entre iguales y rendimiento académico en adolescentes españoles [Aggresive behavior and academic performance in Spanish adolescents]. Psicologia Conductual, 20(2), 263–280.

Torregrosa, M.S., Inglés, C.J., García-Fernández, J.M., Valle, A. y Nuñez, J.C. (2012). Relaciones entre conducta agresiva y metas académicas: estudio con una muestra de estudiantes españoles de Educación Secundaria Obligatoria [Relationships between aggressive behavior and academia goals: Study with a sample of Spanish students of Compulsory Secondary Education]. Universitas Psychologica, 11(4), 1303–1325.

Cándido J. Inglés. Área of Developmental and Educational Psychology. Department of Health Psychology. Miguel Hernández University of Elche. Spain. E-mail: cjingles@umh.es

Current themes of research

Cándido J. Inglés holds a Ph.D. in Psychology and is a Full Tenured Lecturer of Educational Psychology in the Area of Developmental and Educational Psychology of the University Miguel Hernández of Elche. His research areas include, among others, the study of social interaction styles and their relation with cognitive-motivational variables and academic achievement in Secondary Education.

Most relevant publications in the field of Psychology of Education (max: 5)

Inglés, C.J., Díaz-Herrero, A., García-Fernández, J.M. y Ruíz-Esteban, C. (2011). El género y el curso académico como predictores de las atribuciones en lectura y matemáticas en estudiantes de Educación Secundaria Obligatoria [Gender and grade level as predictors of attributions in reading and mathematics in students of Compulsory Secondary Education]. Anales de Psicología, 27(2), 381–388.

Inglés, C.J., Díaz-Herrero, A., García-Fernández, J.M., Ruiz-Esteban, C., Delgado, B y Martínez-Monteagudo, M.C. (2012). Auto-atribuciones académicas: diferencias de género y curso en estudiantes de Educación Secundaria [Academia self-attributions: Gender and age differences in students of Secondary Education]. Revista Latinoamericana de Psicología, 44(3), 53–64.

Inglés, C.J., La Greca, A., Marzo, J.C. y García-Fernández, J.M. (2010). Social Anxiety Scale for Adolescents: Factorial invariance and latent mean differences across gender and age in Spanish adolescents. Journal of Anxiety Disorders, 24(8), 847–855.

Inglés, C.J., Martínez-González, A, García-Fernández, J.M., Torregrosa, M.S. y Ruíz-Estebán, C. (2012). Prosocial Behavior and Self-Concept of Spanish Students of Compulsory Secondary Education. Psicodidáctica, 17(1), 135–156.

Inglés, C.J., Marzo, J.C., Castejón, J.L., Nuñez, J.C., Valle, A, García-Fernández, J.M. y Delgado, B. (2011). Factorial Invariance and Latent Mean Differences of Scores on the Achievement Goal Tendencies Questionnaire across Gender and Age in a Sample of Spanish Students. Learning and Individual Differences, 21(1), 138–143. doi: 10.1016/j.lindif.2010.10.008.

Raquel Suriá. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain. E-mail: raquel.suria@ua.es

Current themes of research

Raquel Suriá, Ph.D. and Assitant Professor in the Department of Communication and Social Psychology at the University of Alicante. Her research interests focus on Social Psychology and Health, highlighting the interest on disability and social integration. In the area of Education, is a member of the research group digital teaching resources (GITE) at the University of Alicante.

Most relevant publications in the field of Psychology of Education (max: 5)

Suriá, R. (2010). Las TIC en las titulaciones universitarias de grado: análisis del conocimiento y uso en el alumnado de la Universidad a Distancia [ICT in undergraduate degree: analysis and use of knowledge in students of the Open University]. Electronic Journal of Research in Educational Psychology, 8, 197–216.

Suriá, R. (2011). Disability and the use of ICT in education: do students with special needs recognise the support given by teachers when using technology. Problems of Education in the 21st Century, 35, 149–158.

Suriá, R. (2011). Percepción del profesorado sobre su capacitación en el uso de las TICS como instrumento de apoyo para la integración del alumnado con discapacidad [Perceptions of teachers about their training in the use of ICT as a support for the integration of students with disabilities]. Profesorado. Revista de Currículum y Formación de Profesorado, 16, 299–314.

Suriá, R. (2012). ¿Se sienten integrados los estudiantes con discapacidad en su centro educativo? Análisis en función del tipo de discapacidad y etapa formativa [Do students with disabilities feel included in your school? Analysis by type of disability and formative stage]. Profesorado. Revista de Currículum y Formación de Profesorado, 16, 341–356.

Suriá, R. (2012). Discapacidad e integración educativa: ¿qué opina el profesorado sobre la inclusión de estudiantes con discapacidad en sus clases? [Disability and inclusive education: what do you think the teachers on the inclusion of students with disabilities in their classes?]. Revista Española de Orientación y Psicopedagogía, 23, 151–164.

Disability and inclusive education: what do you think the teachers on the inclusion of students with disabilities in their classes?

Nelly Lagos-San Martín. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain. E-mail: nlagos@ubiobio.cl

Current themes of research

Nelly Lagos-San Martín, Fellow for MECESUP UBB0704-D2011 project of the University of Bío-Bío, Chillán, Chile. She is currently completing his doctorate in Educational Research program in the Department of Developmental Psychology and Didactics at the University of Alicante, Spain. Her line of work focuses on the study of school anxiety, school refusal and its relation to other cognitive-emotional variables.

Most relevant publications in the field of Psychology of Education (max: 5)

Gomis, N., Gonzálvez, C., Vicent, M., Gómez-Núñez, M. I. y Lagos-San Martín, N. (2014). Estrategias para prevenir y/o minimizar el rechazo escolar desde la escuela y la familia [Strategies to prevent and/or minimize school refusal from school and family]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 487–500.

Gonzálvez, C., Inglés, C. J., Gomis, N., Lagos-San Martín, N. y Vicent, M. (2014). Revisión bibliométrica del rechazo escolar: estado de la cuestión [Bibliometric review of school refusal: State of affaire]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 465–476.

Lagos San Martín, N., García-Fernández, J. M., Inglés, C., Gómez-Núñez, M. I. y Martínez-Monteagudo, M.C. (in press). Diferencias de sexo y edad en ansiedad escolar en una muestra de adolescentes chilenos [Sex and age differences in school anxiety in a sample of Chilean adolescents. Intersecciones Educativas.

Lagos-San Martín, N., Gómez-Núñez, M. I., Gonzálvez, C., Vicent, M. y Gomis, N. (2014). Relación entre atribuciones de éxito y fracaso académico en el área de lengua y rechazo escolar en una muestra de estudiantes chilenos de educación secundaria [Relationship between attributions of academic success and failure in the area of language and school refusal in a sample of Chilean high school students]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 477–486.

Carolina Gonzálvez-Maciá. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain. E-mail: carolina.gonzalvez@ua.es

Current themes of research

Carolina Gonzálvez-Maciá, Doctoral Fellow in the Department of Developmental Psychology and Didactics at the University of Alicante. Her research addresses school anxiety, intellectual disability and school refusal and its relationship with other psychoeducational variables.

Most relevant publications in the field of Psychology of Education (max: 5)

García-Fernández, J. M., Inglés, C. J., Gonzálvez, C., Vicent, M. y Gómez-Núñez, M. I. (2013). Familia y discapacidad intelectual, un estudio bibliométrico de 2000–2011 a través de la Social Science Citation Index [Family and intellectually disabilities, a bibliometric study of 2000–2011 through the Social Science Citation Index]. Siglo Cero, 44(246), 67–82.

García-Fernández, J. M., Inglés, C. J., Vicent, M., Gonzálvez, C. y Mañas, C. (2013). Actitudes hacia la discapacidad en el ámbito educativo a través del SSCI (2000–2011). Análisis temático y bibliométrico [Attitudes towards disability in education through the SSCI (2000–2011). Thematic and bibliometric análisis]. Electronic Journal of Research in Educational Psychology, 11(1), 139–166.

Gomis, N., Gonzálvez, C., Vicent, M., Gómez-Núñez, M. I. y Lagos-San Martín, N. (2014). Estrategias para prevenir y/o minimizar el rechazo escolar desde la escuela y la familia [Strategies to prevent and/or minimize school refusal from school and family]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 487–500.

Gonzálvez, C., Inglés, C. J., Gomis, N., Lagos-San Martín, N. y Vicent, M. (2014). Revisión bibliométrica del rechazo escolar: estado de la cuestión [Bibliometric review of school refusal: State of affaire]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 465–476.

Lagos-San Martín, N., Gómez-Núñez, M. I., Gonzálvez, C., Vicent, M. y Gomis, N. (2014). Relación entre atribuciones de éxito y fracaso académico en el área de lengua y rechazo escolar en una muestra de estudiantes chilenos de educación secundaria [Relationship between attributions of academic success and failure in the area of language and school refusal in a sample of Chilean high school students]. INFAD Revista de Psicología. International Journal of Developmental and Educational Psychology, 4(1), 477–486.

David Aparisi. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain.

Current themes of research

David Aparisi, Ph.D. in Psychology and part-time Professor in the Department of Developmental Psychology and Didactics at the University of Alicante, Spain. His research interests focus on relationship between sociometric types, cognitive-motivational and social variables and academic achievement in students of Secondary Education.

Most relevant publications in the field of Psychology of Education (max: 5)

Relación entre tipos sociométricos y rendimiento académico en una muestra de estudiantes de Educación Secundaria Obligatoria. [Relationship between sociometric types and academic achievement in a sample of students of Secondary Education]. (II Simposio Nacional de Psicología Clínica y de la Salud con Niños y Adolescentes). [Second National Symposium on Clinical Psychology and Health of Children and Adolescents]. Elche (Alicante). 21 al 23 de noviembre de 2012.

Estilos de interacción social y tipos sociométricos en adolescentes españoles: Un estudio predictivo. [Social interaction styles and sociometric types in Spanish adolescents: A predictive study]. XII Congreso Europeo de Psicología. Estambul (Turquía). XII European Congress of Psychology. 04 a 08 de julio de 2011.

Relación entre tipos sociométricos y metas académicas en una muestra de estudiantes de Educación Secundaria Obligatoria. [Relationship between sociometric types and academic goals in a sample of students of Secondary Education]. III Congreso Internacional de Convivencia Escolar. Universidad de Almería (Almería). Third International Congress of School Coexistence. 08 al 10 de mayo de 2013.

Relación entre tipos sociométricos y aptitudes intelectuales en una muestra de estudiantes de Educación Secundaria Obligatoria. [Relationship between sociometric types and intellectual abilities in a sample of students in Secondary Education]. I Congreso Internacional de Ciencias de la Educación y del Desarrollo. Santander. First International Congress of Science Education and Development. 11 de Octubre de 2013.

Relación entre tipos sociométricos y estrategias de aprendizaje en una muestra de estudiantes de Educación Secundaria Obligatoria. [Relationship between sociometric types and learning strategies in a sample of students in Secondary Education]. VIII Simposio de la Asociación de Motivación y Emoción. Universidad de Granada. Eighth Symposium of the Association of Motivation and Emotion. 15, 16 y 17 de Mayo de 2014.

Mari C. Martínez-Monteagudo. Área of Developmental and Educational Psychology. Department of Developmental Psychology and Didactics. University of Alicante. Spain. E-mail: maricarmen.martinez@ua.es

Current themes of research

Mari C. Martínez-Monteagudo holds a Ph.D. in Psychology and is a Full Tenured University Lecturer in the Department of Developmental Psychology and Didactics of the University of Alicante. His research focuses mainly on school anxiety and its relation with cognitive-motivational variables in children and adolescents.

Most relevant publications in the field of Psychology of Education (max: 5)

Inglés, C. J., Martínez-Monteagudo, M. C., Delgado, B., Torregrosa, M. S., Redondo, J., Benavides, G., García-Fernández, J. M. y García-López, L. J. (2008). Prevalencia de la conducta agresiva, conducta prosocial y ansiedad social en una muestra de adolescentes españoles: un estudio comparativo. Infancia y Aprendizaje, 31(4), 449–461.

García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C., Marzo, J. C. y Estévez, E. (2011). Inventario de ansiedad escolar: validación en una muestra de estudiantes de educación secundaria. Psicothema, 23(2), 301–307.

Inglés, C. J., Díaz-Herrero, A. García-Fernández, J. M., Ruíz-Esteban, C., Delgado, B. y Martínez-Monteagudo, M. C. (2012). Autoatribuciones académicas: diferencias de género y curso en estudiantes de educación secundaria. Revista Latinoamericana de Psicología, 44(3), 57–68.

García-Fernández, J. M., Inglés, C. J., Marzo, J. C. y Martínez-Monteagudo, M. C. (2014). Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students. Psicothema, 26(2), 286–292.

Redondo, J., Delgado, B., Inglés, C. J., Hidalgo, M. D., García-Fernández, J. M., Martínez-Monteagudo, M. C. (2014). The Questionnaire about Interpersonal Difficulties for Adolescents: Reliability and validity evidence in Colombian adolescents. Universitas Psychologica, 13(2), 34–54.

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García-Fernández, J.M., Inglés, C.J., Suriá, R. et al. Profiles of emotional intelligence and learning strategies in a sample of Chilean students. Eur J Psychol Educ 30, 437–455 (2015). https://doi.org/10.1007/s10212-015-0254-9

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  • DOI: https://doi.org/10.1007/s10212-015-0254-9

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