Arias Julia, Soto-Carballo Jorge G, Pino-Juste Margarita R
GIES-10 research group, Universidade de Vigo, Tui, Pontevedra, Spain.
Psicol Reflex Crit. 2022 May 27;35(1):14. doi: 10.1186/s41155-022-00216-0.
The role of emotions in the educational context is one of the lines of research that has generated most interest in recent years. This study explores the level of emotional intelligence (EI) and motivation towards studying of primary school (PS) students, as well as the relationship between both variables. For this, a quasi-experimental design has been used with an accidental sample of 541 students from public centers in the province of Pontevedra (Spain). The instruments used were a School Motivation Scale and an EI questionnaire for primary school students, based on the five areas of Goleman EI. The results maintain a mid to high level of EI in all of the factors (self-conscience, self-control, emotional use, empathy and social skills) and a good level of academic motivation. Therefore, they show a positive and significant correlation of both variables. Girls have a higher emotional intelligence index and there is no difference in academic motivation in terms of gender. Based on these results, it is suggested to implement programs that consolidate emotional competences given their importance in the psychoevolutionary development of students and their relationship with academic motivation.
情绪在教育背景中的作用是近年来最受关注的研究方向之一。本研究探讨了小学生的情商（EI）水平和学习动机，以及这两个变量之间的关系。为此，采用了准实验设计，以来自西班牙蓬特韦德拉省公立学校的541名学生作为偶然样本。所使用的工具是一个学校动机量表和一份基于戈尔曼情商五个领域的小学生情商问卷。结果显示，在所有因素（自我意识、自我控制、情绪运用、同理心和社交技能）方面，情商保持在中高水平，学业动机水平良好。因此，它们显示出这两个变量之间存在正相关且具有显著性。女孩的情商指数更高，在学业动机方面不存在性别差异。基于这些结果，鉴于情绪能力在学生心理发展中的重要性及其与学业动机的关系，建议实施巩固情绪能力的项目。
