Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain.
Hum-760 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain.
Int J Environ Res Public Health. 2020 Nov 30;17(23):8922. doi: 10.3390/ijerph17238922.
Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. Therefore, the importance of considering the variables under study during the teaching-learning processes carried out in the classroom is highlighted.
实现有特殊教育需求学生的教育包容是当前西班牙教育系统面临的重大挑战之一。这是一群遭受高比率欺凌的学生，这导致他们学业失败，以及产生重大的心理和社会后果。尽管他们同伴的行为和心理特征似乎影响包容程度，但在这个问题上没有详细的研究。因此，本文的目的是确定情商、心理灵活性、亲社会行为和包容行为之间的关系。为了进行这项研究，642 名年龄在 12 至 19 岁之间的学生参与并回答了四个问卷，每个变量一个问卷。所建立的关系是从不同的统计分析和假设预测模型中提取出来的。得出的结果表明，情商与心理灵活性和亲社会行为呈正相关，而这些行为又与包容行为的发展呈正相关。因此，强调了在课堂教学中考虑所研究变量的重要性。
