Student emotional competencies and opportunities to improve teaching and learning processes in emotional education

Abstract

The objective of this work was proposed to evaluate the emotional competencies of students to determine opportunities to improve the teaching and learning processes. This was a quantitative study, with field design and descriptive level, developed in a Colombian institution of secondary level and labor technical education located in the Cúcuta municipality, North Santander Department, Colombia. We worked with a population of 1,045 students, 161 from basic secondary and 884 from technical level, calculating a statistical sample with proportional allocation of 122 students (19 and 103, respectively). The collection technique was the survey, through two questionnaires: the Multifactorial Inventory of Emotional Competencies [8] and the Social and Emotional Skills Assessment Instrument [9]. Descriptive statistics were used to assess the findings. It was found that the dimensions emotional assertiveness, emotional expression, ability to enjoy achievements, emotional somatization, direct emotional pressures on the person, management of sense of humor, emotional self-control, self-motivation, ability to relate, emotional understanding of others, emotional understanding are favorable. self, school performance and emotional empathy. Opportunities to improve emotional education processes in the institution have to do with the dimensions of frustration-resilience, the need to excel-impatience, and conflict resolution.