School coexistence based on emotional intelligence, develops soft skills

Authors

DOI:

https://doi.org/10.18050/RevUCVHACER.v10n4a1

Keywords:

Convivencia escolar, Inteligencia emocional, Habilidades blandas

Abstract

This research establishes a school coexistence program, based on emotional intelligence, to develop soft skills in students of basic secondary education. Supported by a synchronous and asynchronous virtual tool, with parameters proposed by Goleman. Optimizing self-regulation skills, social skills and conflict resolution, to consolidate socially stable environments. Applied or practical research, with an experimental quantitative approach, from a quasiexperimental design, with two intact groups (experimental - control), a Likert scale instrument, subject to content validity and internal reliability. Population made up of 29898 students and an intentional sample, with similarity criteria of 534 students, from four educational institutions. The descriptive statistical analysis, show dynamics of significant changes, the behavior of its variables was estimated with the Shapiro-Willk test, with non-parametric distribution. The hypotheses were contrasted, using the Mann Whitney U test, with effective results: Self-control, Resilience, Leadership, Assertiveness, Teamwork, Empathy, Mediation, Conciliation, checking the alternative hypothesis, after the intervention, all the variables present differences and higher magnitudes, proving that there was significant progress. It is concluded that significant relationships were found between variables and dimensions,
confirming that the teaching of soft skills has an impact on school coexistence.
Keywords: School coexistence, emotional intelligence, soft skills.

Downloads

Download data is not yet available.

References

Alles, M. (2008). Desarrollo del Talento Humano: Basado en competencias. Ediciones Granica SA. Buenos Aires, Argentina.

Arón, A. y Milicic, N. (2000). Climas sociales tóxicos y climas sociales nutritivos para el desarrollo personal en el contexto escolar. Revista Psykhé, 9 (2), 117-123. https://revistaaisthesis.uc.cl/index.php/psykhe/article/view/20495

Bar-On, R. (2006). The Bar-On model of emotional-social intelligence (ESI). Psicothema, 18, 13-25. https://www.redalyc.org/articulo.oa?id=72709503

Bar-On, R. (1997). The Emotional Quotient Inventory (EQ-i): A test of emotional intelligence. Toronto: Multi-Health Systems. https://www.scirp.org/(S(lz5mqp453edsnp55rrgjct55))/reference/referencespapers.aspx?referenceid=768114

Berlanga, S. y Rubio, M. (2012) Clasificación de pruebas no paramétricas. Cómo aplicarlas en SPSS. REIRE, Revista d’Innovació i Recerca en Educació, 5(2), 101-113. Recuperado de http://www.ub.edu/ice/reire.htm

Campbell, D. y Stanley J. (1973). Diseños experimentales y cuasiexperimentales en la investigación social. Amorrortu, Buenos Aires, Argentina. Recuperado de https://knowledgesociety.usal.es/sites/default/files/campbell-stanley-disec3b1os-experimentales-y-cuasiexperimentales-en-la-investigacic3b3n-social.pdf

Cohen, J. (1992). Quantitative methods in psychology a Power Primer. Psychological Bulletin, The American Psychological Association. 112(1), 155-159. Recuperado de https://web.mit.edu/hackl/www/lab/turkshop/readings/cohen1992.pdf

Durón, T. y Oropeza, R. (1999). Actividades de estudio: análisis predictivo a partir de la interacción familiar y escolar de estudiantes de nivel superior. Documento de trabajo, Facultad de Psicología, Universidad Nacional Autónoma de México.

Gardner, H. (2001). La inteligencia reformulada. Las inteligencias múltiples en el siglo XXI. Barcelona, España: Paidós. https://bienestaryproteccioninfantil.es/la-inteligencia-reformulada-las-inteligencias-multiples-en-el-siglo-xxi/

George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. 11.0 update (4ª ed.). Boston: Allyn & Bacon. https://wps.ablongman.com/wps/media/objects/385/394732/george4answers.pdf

Goleman, D. (1995). Inteligencia Emocional. Barcelona: Kairós.

Goleman, D. (1996). Emotional Intelligence: Why It Can Matter More Than IQ. Editorial: Bantam Books, Harvard Business School Press.

Goleman, J. (2013). Liderazgo. El poder de la inteligencia emocional. Barcelona, España

Marcoulides, G & Chin, W. (2013) You Write, but Others Read: Common Methodological Misunderstandings in PLS and Related Methods. New Perspectives in Partial Least Squares and Related Methods, Springer Proceedings in Mathematics & Statistics Springer Science+Business Media New York, USA.

Mayer, J. y Salovey, P. (1997a). Educational development and emotional intelligence, Basic Books, 185-211. Cambridge University Press. NY. USA

Mayer, J. y Salovey, P (1997b). “What is emotional intelligence?” En P. Salovey y D. Sluyter (Eds) Emotional Development and Emotional Intelligence: Implications for Educators. 3-31, New York: Basic Books. USA

Mayer, J., Salovey, P. y Caruso, D. (2001). Technical manual for the MSCEIT v.2.0. Reliabilities, age and gender differences Psicothema, vol. 18, pp. 42-48. Universidad de Oviedo, Oviedo, España

MEN (2013). Guía No 49, Guías pedagógicas para la convivencia escolar. Ley 1620 de 2013 -Decreto 1965 de 2013. Sistema nacional de convivencia escolar. Ministerio de educación nacional. Bogotá, Colombia

Mena, I., Romagnoli, C. y Valdés, A. (2008). ¿Cuánto y Dónde Impacta? Desarrollo de habilidades socios emocionales y éticos en la escuela. MINEDUC, Centro Documentación ValorasUC. Gobierno de Chile. Santiago de Chile. http://valoras.uc.cl/images/centro-recursos/ValoresEticaYDesarrolloSocioemocional/Documentos/Cu%C3%90%C3%9Dnto-y-donde-impacta.pdf

Ortega, C. (2016). Fundamentación teórico-metodológica de una estrategia para desarrollar habilidades blandas desde la enseñanza inicial. Revista Científica ECOCIENCIA. 3(3), 1-16. https://www.proquest.com/docview/1826744654

Oztuna, D., Elhan, A. y Tuccar, E. (2006). Investigation of four different normality tests in terms of type I. Error rate and power under different distributions. Turkish Journal of Medical Sciences, 36(3), 171-176. https://journals.tubitak.gov.tr/medical/vol36/iss3/7/

Rositas, J. (2014) Los tamaños de las muestras en encuestas de las ciencias sociales y su repercusión en la generación del conocimiento. Revista InnOvaciOnes de NegOciOs, 11(22), 235-268. https://doi.org/10.29105/rinn11.22-4

Tejedor, J. (1986). La estadística y los diferentes paradigmas de investigación educativa. Educar, 10, 79-101. https://raco.cat/index.php/Educar/article/view/42173

Tito, M. y Orellana, B. (2016). Desarrollo de soft skills una alternativa a la escasez de talento humano. INNOVA Research Journal, 1(12), 59-76. DOI: https://doi.org/10.33890/innova.v1.12.2016.81

UNESCO (diciembre, 1948). Declaración Universal de los Derechos Humanos [Declaratoria Universal]. Adoptada proclamada por la Asamblea General en su Resolución 217 A (iii), de 10 de diciembre de 1948 – París, Francia.

Vallés, A. (2007). El programa PIECE: Propuestas emocionales para la convivencia escolar. Universidad de Alicante, Madrid: EOS, España

Vargas y otros. (2009). GuíaNo.49: Guías pedagógicas para la convivencia escolar, Ley 1620 de 2013 -Decreto 1965 de 2013. Ministerio de educación nacional MEN –Bogotá, Colombia.

Downloads

Published

2021-10-01

How to Cite

ALDANA SÁNCHEZ, J. E., CALLA VÁSQUEZ, K. M., LOZANO LOZANO, M., & SILVA COCUNUBO, R. H. (2021). School coexistence based on emotional intelligence, develops soft skills. UCV Hacer, 10(4), 11–26. https://doi.org/10.18050/RevUCVHACER.v10n4a1

Issue

Vol. 10 No. 4 (2021): October - December

Section

Research Articles

License

Copyright (c) 2021 UCV Hacer

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Most read articles by the same author(s)