Competencia emocional en docentes de Infantil y Primaria y estudiantes universitarios de los Grados de Educación Infantil y Primaria

  1. Helena-Fuensanta Martínez-Saura
  2. María-Cristina Sánchez-López
  3. Juan-Carlos Pérez-González
Zeitschrift:
ESE: Estudios sobre educación.

ISSN: 1578-7001

Datum der Publikation: 2022

Nummer: 42

Seiten: 9-33

Art: Artikel

DOI: 10.15581/004.42.001 DIALNET GOOGLE SCHOLAR lock_openOpen Access editor

Andere Publikationen in: ESE: Estudios sobre educación.

Zusammenfassung

This descriptive-correlational study assesses the emotional competence of Preschool and Elementary School teachers and university students of Preschool and Elementary School Education Degrees. There was a subsample of 92 teachers and another of 290 students. Emotional competence was operationally defi ned on the basis of two indicators: metamood states and cognitive-affective empathy. The results reveal that the level of development in most of the components of emotional competence studied are higher for those with more experience (teachers vs. students) and for those with some degree of emotional training, which indirectly supports the modifi - ability of emotional competence.

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