Estudio de la inteligencia emocional y función ejecutiva en educación primaria

Abstract

espanolLa Inteligencia Emocional y la Funcion Ejecutiva son clave en la educacion por la influencia en el proceso de ensenanza-aprendizaje. El objetivo de este trabajo es analizar la relacion entre la Inteligencia Emocional (intrapersonal e interpersonal) y la Funcion Ejecutiva. Metodo: Los participantes (N=87, M=7.50, SD=1.03) eran escolares de Educacion Primaria, a los que se les administro la prueba de Evaluacion Neuropsicologica de Funciones Ejecutivas en ninos (Portellano, Martinez y Zumarraga, 2009) para valorar las funciones ejecutivas, concretamente planificacion, fluidez verbal e interferencia cognitiva y el Cuestionario de Inteligencias Multiples de Armstrong (2001) con las escalas de inteligencia interpersonal e inteligencia intrapersonal para valorar Inteligencia Emocional. Se emplea un diseno ex postfacto, descriptivo y correlacional. Resultados: El analisis evidencia que existen relaciones significativas entre Inteligencia Emocional y Funciones Ejecutivas. Conclusiones: Resalta la relevancia de incluir en el curriculo educativo programas de intervencion neuropsicologica que trabajen habilidades emocionales y competencias ejecutivas para optimizar el rendimiento academico y personal del alumnado de Educacion Primaria. EnglishEmotional Intelligence and Executive Function are key in education due to their influence in the teaching-learning process. The aim of this research study is to analyze the relationship between emotional intelligence (intra and interpersonal) and some of the components of executive functions. Method: The participants (N=87, M=7.50, SD=1.03) are students in Primary Education who were administered the Neuropsychological Assessment of Executive Functions in Children (Portellano, Martinez y Zumarraga, 2009) to assess executive functions, specifically planning, verbal fluency and cognitive interference as well as Armstrong’s questionnaire on Multiples Intelligences (2001) with scales of interpersonal intelligence and intrapersonal intelligence to assess emotional intelligence. An ex post facto descriptive and correlational design was used. Results: The analysis shows that there are significant relationships between emotional intelligence and executive functions. Conclusions: The relevance of including in the educational curriculum neuropsychological intervention programs that develop emotional skills and executive competencies to optimize the academic and personal performance of students of primary education is highlighted.