Examinando por Autor "Berrios-Martos, M. Pilar"
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Ítem A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison(Frontiers Media S.A., 2020-07) Sánchez-Álvarez, Nicolás; Berrios-Martos, M. Pilar; Extremera, NatalioThis study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the threemain theoreticalmodels of EI.We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z = 0.31), than studies measured EI as self-report (Z = 0.24), and self-report mixed EI (Z = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.Ítem Chilean validation of the frustration discomfort scale: relation between intolerance to frustration and discomfort and emotional intelligence(Springer, 2023-08) Ruiz-Ortega, Ana M.; Sánchez-Álvarez, Nicolás; Berrios-Martos, M. PilarBackground: The Frustration Discomfort Scale (FDS) is a self-report instrument that was developed as a multidimensional measure of intolerance to frustration: discomfort intolerance, entitlement, emotional intolerance, and achievement. This study aimed to validate a Chilean version of this scale. Method: The sample comprised 1,187 Chilean respondents (693 women and 494 men) between 18 and 96 years of age (M = 40.05, SD = 19.80). A reverse translation and a multi-sample confirmatory factor analysis were conducted. Afterwards, the relation with other instruments (self-esteem, emotional intelligence, and flourishing) was studied, and the validity and reliability of the scale for each dimension were assessed. Results: Relations between FDS and self-esteem, emotional intelligence, and flourishing were found significant. Results showed that the Chilean version had adequate internal consistency (α = .92; ω = .92). The confirmatory factor analysis (CFA) showed that a four-factor structure obtained adequate goodness of fit indexes with acceptable (χ2 = 960.68; CFI = .94; TLI = .94; RMSEA = .05; SRMSR = .04) and significant factor loadings (greater than .38, p < .001). This factorial solution was invariant across genders. Conclusion: The Chilean FDS validation presents adequate psychometric properties and could be used as an instrument to measure frustration intolerance.Ítem Development of a Video-Test of Emotional Intelligence for Teachers (ViTIED)(MDPI, 2024-12) Berrios-Martos, M. Pilar; Palomera, RaquelEmotional Intelligence (EI) in teaching is associated with various educational outcomes and processes. However, it has typically been measured through self-reports and general EI assessments, lacking a specific performance test with greater ecological validity in relation to the demands of the professional educational context. This study describes the development and validation results of the Video-Test of Emotional Intelligence for Teachers (ViTIED), a new performance-based measure to assess the EI of secondary education teachers based on ability EI model and the situational judgment test paradigm. The test comprises 12 video scenes designed to elicit intra- and interpersonal processes, as well as both positive and negative emotions. A total of 163 Spanish teachers (36% male, 64% female; mean age = 40.32 years) completed the ViTIED, along with personality, perceived EI, and burnout assessments. Test scores provide initial evidence of adequate reliability, as well as content, convergent, and divergent validity. Continued validation of this measure will benefit evaluation and intervention processes with teachers, as well as research on the impact of teachers’ EI on the teaching–learning processes and the well-being of the educational community.Ítem Job search self-efficacy as a mediator between emotional intelligence and the active job search process/Autoeficacia de búsqueda como mediadora de la inteligencia emocional y la búsqueda activa de empleo(Taylor & Francis, 2019) Nieto-Flores, María Pilar; Berrios-Martos, M. Pilar; Extremera, NatalioThis study analyses the role of job search self-efficacy as a possible mediating variable in the relationship between emotional intelligence (EI) and the active job search process in a sample of 196 unemployed people in Andalusia, 107 men and 89 women aged 18 to 59 (M = 30.90; SD = 8.07). They were all provided an EI scale, a job search self-efficacy measure and an active job search measure, and provided their social and demographic information. As expected, EI was positively associated with higher levels of job search self-efficacy, as well as higher levels of job search intensity. In addition, mediation analyses indicated that EI had a significant indirect effect (through self-efficacy) on the active job search process. The results are discussed for application in future career guidance programmes.Ítem Psychological well-being and emotional intelligence in undergraduate nursing students as predictors of academic success(Elsevier, 2024-12) Ruiz-Ortega, Ana M.; Sánchez-Álvarez, Nicolás; Berrios-Martos, M. PilarBackground: Academic performance is influenced by a complex interplay of multiple factors whose relationships often do not follow straightforward patterns. Despite extensive research, understanding of these dynamics re- mains inconclusive. In particular, several studies highlight that higher emotional intelligence is associated with better academic outcomes and that people with elevated levels of psychological well-being also tend to achieve higher grades. Objective: This study examines the associations between emotional intelligence, psychological well-being and academic performance among undergraduate nursing students. Specifically, it seeks to deepen our understanding of how emotional intelligence affects academic achievement, with psychological well-being potentially serving as a mediator. Design: A cross-sectional correlational design was employed. Settings: The study involved a convenience sample of undergraduate nursing students from various degree pro- grammes affiliated with the primary author. Participants: 394 undergraduate nursing students participated in the study, 249 identified as female and 145 as male. Methods: Participants completed a quantitative survey during class hours, providing data on demographics, academic average scores and self-report measures of perceived emotional intelligence and psychological well- being. Data were evaluated using Pearson's correlations and serial multiple mediation analyses. Results: The findings revealed significant positive relationships between emotional intelligence, psychological well-being and academic performance. Serial mediation assessments indicated that dimensions of emotional intelligence influence academic performance both directly and indirectly through psychological well-being. Specifically, flourishing partially mediated the relationship between emotional intelligence and academic performance, directly influencing academic outcomes. Conclusions: This study underscores the critical role of emotional management skills in academic performance, with psychological well-being acting as a partial mediator in this relationship. Consequently, undergraduate nursing students with enhanced emotional management abilities and higher levels of psychological well-being are likely to achieve better academic outcomes.Ítem Revisión sistemática sobre inteligencia emocional y bienestar en adolescentes: evidencias y retos(Platform & Workflow by OJS/PKP., 2023) Ruiz-Ortega, Ana M.; Berrios-Martos, M. PilarLos entornos educativos muestran cada vez más interés en el desarrollo de la inteligencia emocional en la adolescencia debido a la creciente evidencia de su vinculación con el bienestar, y sus consecuencias vitales derivadas. Sin embargo, la diversidad de modelos teóricos e instrumentos utilizados para medir ambos constructos dificulta establecer conclusiones claras sobre esta relación. Por ello, el objetivo de este estudio ha sido revisar sistemáticamente el estado del conocimiento de los últimos años sobre la relación entre la inteligencia emocional y el bienestar de los y las adolescentes. Para realizar dicha revisión, se ha realizado una búsqueda de las investigaciones publicadas en las bases de datos Web of Science y Scopus, tras la cual se seleccionaron 47 artículos que cumplían los criterios de inclusión establecidos para este estudio. Los resultados indican que adolescentes con más inteligencia emocional registran niveles más altos de bienestar subjetivo y psicológico. Se discuten estos resultados y se analizan los principales retos educativos.