Palabras clave
instrumentos
medición
evaluación
inteligencia emocional
competencias emocionales emotional education
instruments
measurement
evaluation
emotional intelligence
emotional competencies
Cómo citar
Resumen
En este artículo se aportan argumentos que justifican la importancia de la evaluación en la educación emocional y se presenta una gran variedad de instrumentos de medición de las emociones, inteligencia emocional y competencias emocionales. La educación emocional precisa de una evaluación rigurosa para aportar evidencias de las mejoras atribuibles a la formación recibida. Los instrumentos que se presentan se basan en los distintos modelos de la inteligencia emocional y las competencias emocionales. Se justifican las razones para utilizar instrumentos de autoinforme en lugar de los instrumentos neurofisiológicos. Se ofrecen algunas recomendaciones para la elaboración de instrumentos de medición de las emociones, teniendo en cuenta la sensibilidad como un parámetro crucial, junto con la validez y la fiabilidad. Las aportaciones de este trabajo pueden ser de interés para los profesionales de cualquier nivel y ámbito de la educación, así como para los profesionales de la investigación de las emociones.
Citas
Antiel, R. M. (2014). Professional Burnout, Career Satisfaction, and Wellness Practices. A National Survey of Pediatric Surgeons. AAP National Conference and Exhibition. American Academy of Pediatrics.
Arribas, D., y Pereña, J. (2015). COMPETEA. Evaluación de Competencias. TEA Ediciones.
Austin, E.J., Saklofske, D.H., Huang, S.H.S., &McKenney, D. (2004). Measurement of trait emotional intelligence: Testing and cross-validating a modified version of Schutte et al., (1998) measure. Personality and Individual Differences, 36(3), 555–562. https://doi.org/10.1016/S0191-8869(03)00114-4
Barchard, K.A. (2001). Seven components potentially related to emotional intelligence. http://ipip.ori.org. Consultado el 15 de diciembre de 2020.
Bar-On, R. (1996). The emotional quotient inventory (EQ-i): A test of emotional intelligence. Multi-Health Systems.
Bar-On, R. (1997). Bar-On Emotional Quotient Inventory. Multi-Health Systems.
Bar-On, R. (1997). The emotional intelligence inventory (EQ-i): Technical manual. Multi-Health Systems.
Bar-On, R., & Handley, R. (2003). The Bar-On EQ-360. Multi-Health Systems.
Bisquerra, R. (2020). Emociones: instrumentos de medición y evaluación. Síntesis.
Bisquerra, R., y Chao Rebolledo, C. (2021). Educación emocional y bienestar: por una práctica fundamentada. Revista Internacional de Educación Emocional y Bienestar (RIEEB), 1 (1), 7-30 (en prensa, www.rieeb.com).
Bisquerra, R., Martínez Olmo, F., Obiols Soler, M., y Pérez Escoda, N. (2006). Evaluación de 360º: Una aplicación a la educación emocional. Revista de Investigación Educativa (RIE), 24 (1), 187-203. https://revistas.um.es/rie/article/view/97371
Bisquerra, R., y Mateo, A., (2019). Competencias emocionales para un cambio de paradigma en educación. Horsori.
Bisquerra, R., y Pérez-Escoda, N. (2007). Las competencias emocionales. Educación XXI, 10, 61-82. (doi no disponible)
Bisquerra, R., y Pérez-Escoda, N. (2015). ¿Pueden las escalas Likert aumentar en sensibilidad? REIRE, Revista d’Innovació i Recerca en Educació, 8 (2), 129-147. https://doi.org/10.1344/reire2015.8.2.828
Bisquerra, R., Pérez-González, J. C., y García Navarro, E. (2015). Inteligencia emocional en la educación. Síntesis.
Booker, J.A., & Dunsmore, J.C. (2017). Affective Social Competence in Adolescence: Current Findings and Future Directions. Social Development, 26, 3-20. https://doi.org/10.1111/sode.12193
Boyatzis, R. E., Goleman, D., & Hay/McBer (1999). Emotional competence inventory. HayGroup.
Brasseur, S., Grégoire, J., Bourdu, R., & Mikolajczak, M. (2013) The Profile of Emotional Competence (PEC): Development and Validation of a Self-Reported Measure that Fits Dimensions of Emotional Competence Theory. PLoS ONE, 8, 5 : e62635. https://doi.org/10.1371/journal.pone.0062635
Bringuier, S., Dadure, C., Raux, O., Dubois, A., Picot, M. C., & Capdevila, X. (2009). The perioperative validity of the visual analog anxiety scale in children: a discriminant and useful instrument in routine clinical practice to optimize postoperative pain management. Anesthesia & Analgesia, 109, 737–744. https://doi.org/10.1213/ane.0b013e3181af00e4
Britton, W., Lepp, N., Niles, H., Rocha, T., Fisher, N., & Gold, J. (2014). A Randomized Controlled Pilot Trial of Classroom-Based Mindfulness Meditation Compared to an Active Control Condition in 6th Grade Children. Journal of School Psychology, 52 (3), 263–278. https://doi.org/10.1016/j.jsp.2014.03.002
Camras, L. A., & Halberstadt, A. G. (2017). Emotional development through the lens of affective social competence. Current Opinion in Psychology, 17, 113-117. https://doi.org/0.1016/j.copsyc.2017.07.003
Churchill, G., & Peter, J. P. (1984). Research design effects on the reliability of rating scales: A Meta-Analysis. Journal of Marketing Research, 21(4), 360-375. https://doi.org/10.2307/3151463
Coppin, G., & Sander, D. (2016). Theoretical Approaches to Emotion and Its Measurement. En H. L. Meiselman (Ed.), Emotion measurement (pp. 3-30). Elsevier.
Cummins, R. A. (1997). The Directory of Instruments to measure quality of life and cognate areas of study. (4th Ed.). Deakin University.
Dulewicz, S.V. & Higgs, M.J. (2001). EI general and general 360 user guide. NFER-Nelson.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. (2011). The impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82 (1), 405-432. https://doi.org/10.1111/j.1467-8624.2010. 01564.x
Fernández Berrocal, P., y Cabello, R. (2021). La Inteligencia emocional como fundamento de la educación emocional. Revista Internacional de Educación Emocional y Bienestar (RIEEB), 1 (1), 31-45 (en prensa, www.rieeb.com).
Fernandez-Berrocal, P., Extremera, N., & Ramos, N. (2004) Validity and Reliability of the Spanish Modified Version of the Trait Meta-Mood Scale. Psychological Reports, 94 (3), 751-755. https://doi.org/10.2466/pr0.94.3.751-755
Fiori, M., & Veseley-Maillefer, A. K. (2018). Emotional Intelligence as an Ability: Theory, Challenges, and New Directions. En K. V. Keefer, J. D. A. Parker & D. H. Saklofske, Emotional Intelligence in Education. Integrating Research with Practice (pp. 23-47). Springer.
Foster, R. L., & Park, J.H. (2012). An integrative review of literature examining psychometric properties of instruments measuring anxiety or fear in hospitalized children. Pain Management Nursing, 13, 94–106. https://doi.org/10.1016/j.pmn.2011.06.006.
Freudenthaler, H.H. & Neubauer, A.C. (2003). The localization of emotional intelligence within human abilities and personality. Poster presented at the 11th Biennial Meeting of the International Society of the Study of the Individual Differences (ISSID).
Garner, P.W., & Mahatmya, D. (2015). Affective Social Competence and Teacher–child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators. Social Development, 24, 678-697. https://doi.org/10.1111/sode.12114
Goleman, D. (1996). Inteligencia emocional. Kairós.
Greenstein, A., Greenstein, I., Senderovich, S., & Mabjeesh, N. J. (2014). Is Diagnostic Cystoscopy Painful? Analysis of 1,320 Consecutive Procedures. International Brazilian Journal of Urology (IBJU), 40(4), 533-538. https://doi.org/ 10.1590/S1677-5538.IBJU.2014.04.13
Halberstadt, A.G., Denham, S.A., & Dunsmore, J.C. (2001). Affective social competence. Social Development, 10, 79 - 119. https://doi.org/10.1111/1467-9507.00150
Jordan, P.J., Ashkannasy, N.M., Härtel, C.E.J., & Hooper, G.S. (2002). Workgroup emotional intelligence scale development and relationship to team process effectiveness and goal focus. Human Resource Management Review, 12(2), 195–214. https://doi.org/10.1016/S1053-4822(02)00046-3
Keefer, K. V., Parker, J. D. A., & Saklofske, D. H. (2018). Emotional Intelligence in Education. Integrating Research with Practice. Springer.
Likert, R. (1932). A Technique for the Measurement of Attitudes. Archives of Psychology, 140, 1–55. (doi no disponible)
Lindsey, E. W., & Colwell, M. J. (2020). Pretend and Physical Play: Links to Preschoolers’ Affective Social Competence. Merrill-Palmer Quarterly, 59 (3), 330-360. https://doi.org/10.1353/mpq.2013.0015
Lioussine, D.V. (2003). Gender differences in emotional intelligence. Poster presented at the 11th Biennial Meeting of the International Society for the Study of the Individual Differences (ISSID).
Martínez Arias, R. (1995). Psicometría: teoría de los test psicológicos y educativos. Síntesis.
Martinez-Pons, M. (2000). Emotional intelligence as a selfregulatory process: A social cognitive view. Imagination, Cognition, and Personality, 19(4), 331–350. https://doi.org/10.2190/wvmc-aef1-t3xx-8p7a
Mayer, J. D., & Geher, G. (1996). Emotional intelligence and the identification of emotion. Intelligence, 22, 89 – 113. https://doi.org/ 10.1016/S0160-2896(96)90011-2
Mayer, J. D., Roberts, R. D. & Barsade, S. G. (2008). Human abilities: emotional intelligence. The Annual Review of Psychology, 59, 507-536. https://doi.org/10.1146/annurev.psych.59.103006.093646
Mayer, J. D., & Salovey, P. (1997). What is emotional intelligence? In P. Salovey & D. Sluyter (eds.), Emotional development and emotional intelligence: implications for educators (pp. 3-34). Basic Books.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2002). The Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). User’s manual. Multi-Health Systems.
Mayer, J. D., Salovey, P., & Caruso, D. R. (2009). MSCEIT. Test de Inteligencia Emocional de Mayer – Salovey - Caruso. Manual. TEA Ediciones.
Meiselman, H. L. (Ed.). (2016). Emotion measurement. Elsevier.
Mikolajczak, M., Quoidbach, J., Kotsou, I., & Nelis, D. (2009). Les compétences émotionnelles. Dunod.
Monzalvo Curiel A., Camacho, M., y Corral-Frías N. S. (2018). Adaptación al español del cuestionario competencia socioemocional escala de calificación docente. Revista de Comunicación y Salud, 8(1), 61-69. https://doi.org/10.35669/revistadecomunicacionysalud.2018.8(1).61-69
Neyens, I., Vermeulen, B., Bijlhout, D., & Van Audenhove, C. (2014). Perceptions on distress of men with prostate cancer and their partner. Poster presentado en EACH - 12th International Conference on Communication in Healthcare (ICCH).
OECD (2013). OECD Guidelines on Measuring Subjective Well-being, OECD Publishing. https://doi.org/10.1787/9789264191655-en
Palmer, B.R., & Stough, C. (2002). Swinburne University Emotional Intelligence Test (Workplace SUEIT). Interim technical manual (Version 2). Swinburne University of Technology.
Pérez-Escoda, N. (2016). Cuestionarios del GROP para la evaluación de la competencia emocional (CDE). En J. L. Soler, L. Aparicio, O. Diaz, E. Escolano y M. A. Rodríguez, Inteligencia Emocional y Bienestar II: Reflexiones, experiencias profesionales e investigaciones (pp. 690-705). Universidad San Jorge.
Pérez-Escoda, N., Alegre, A., y López-Cassà, E. (2021). Cuestionario para la evaluación de la competencia emocional en adultos. Educatio Siglo XXI, (en prensa). https://doi.org/10.6018/educatio.422081
Petrides, K. V. (2009). Psychometric Properties of the Trait Emotional Intelligence Questionnaire (TEIQue). In C. Stough, D. H. Saklofske, & J. D. A. Parker (Eds.), Assessing Emotional Intelligence. Theory, Research, and Applications (pp. 85-101). Springer.
Petrides, K.V. & Furnham, A. (2001). Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies. European Journal of Personality, 15(6), 425–448. https://doi.org/10.1002/per.416
Salovey, P. & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9, 185-211. https://doi.org/10.2190/dugg-p24e-52wk-6cdg
Salovey, P., Mayer, J.D., Goldman, S., Turvey, G., & Palfai, T. (1995). Emotional attention, clarity and repair: Exploring emotional intelligence using the Trait Meta-Mood scale. In J.W. Pennebaker, (Ed.). Emotion, disclosure and health (pp. 125–145.). American Psychological Association.
Sandoval, C., y López, O. (2017). Educación, psicología y coaching: un entramado positivo. Educatio Siglo XXI, 35(1), 145-164. https://doi.org/10.6018/j/286261
Schutte, N.S., & Malouff, J.M. (1998). Measuring emotional intelligence and related constructs. Mellen Press.
Sjöberg, L. (2001). Emotional intelligence: A psychometric analysis. European Psychologist, 6(2), 79–95. https://doi.org/10.1027/1016-9040.6.2.79
Sullivan, A.K. (1999). The emotional intelligence scale for children. Dissertation Abstract International, pp. 60–69. University of Virginia.
Tapia, M. (2001). Measuring emotional intelligence. Psychological Reports, 88, 353–364. https://doi.org/10.2466/pr0.2001.88.2.353
Tom K. M. (2012). Measurement of Teachers’ Social-Emotional Competence: Development of the Social-Emotional Competence Teacher Rating Scale. Universidad de Oregón.
Van der Zee, K., Schakel, L.K. & Thijs, M. (2002). The relationship of emotional intelligence with academic intelligence and the big five. European Journal of Personality, 16(2), 103–125. https://doi.org/ 10.1002/per.434
Wong, D.S., & Law, K.S. (2002). The effects of leader and follower emotional intelligence on performance and attitude: An exploratory study. The Leadership Quarterly, 13(3), 243–274. (doi no disponible)
Zeidner, M., Matthews, G., Roberts, R., & MacCann, C. (2003). Development of emotional intelligence: Towards a multi-level investment model. Human Development, 46(2), 69-96. https://doi.org/ 10.1159/000068580
Zych, I., Ortega-Ruiz, R., Muñoz-Morales, R., & Llorent, V. J. (2018). Dimensions and psychometric properties of the Social and Emotional Competencies Questionnaire (SEC-Q) in youth and adolescents. Revista Latinoamericana de Psicología, 50(2), 98-106. https://doi.org/10.14349/rlp.2018.v50.n2.3
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
Derechos de autor 2021 Aula Abierta