Classroom emotional intelligence and its relationship with school performance

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dc.contributor.authorAritzeta Galán, Aitor
dc.contributor.authorBalluerka Lasa, Nekane
dc.contributor.authorGorostiaga Manterola, Arantxa
dc.contributor.authorAlonso Arbiol, Itziar
dc.contributor.authorHaranburu Oiharbide, Mikel
dc.contributor.authorGartzia Fernández, Leire
dc.date.accessioned2026-02-06T14:08:17Z
dc.date.available2026-02-06T14:08:17Z
dc.date.issued2016-06
dc.date.updated2026-02-06T14:08:17Z
dc.description.abstractDespite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI). The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS) in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4), divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergente validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.en
dc.description.abstractA pesar de la importancia nuclear de las emociones en el contexto académico no existen medidas de Inteligencia Emocional (IE) grupal aplicadas al aula. El objetivo del presente trabajo consistió en desarrollar un cuestionario para la medida de la IE grupal (G-TMMS) en contextos académicos. Las propiedades psicométricas del G-TMMS fueron examinadas en una muestra de 794 participantes dividida en 59 aulas (47% mujeres; media edad = 16; Dt = 1.4). El G-TMMS mostró una estructura unifactorial, una consistencia interna adecuada, estabilidad temporal y validez convergente. Además, la IE grupal del aula se mostró asociada con un mayor desempeño escolar grupal. El trabajo discute las implicaciones de esta nueva escala en el contexto educativo.es
dc.description.sponsorshipThe study was funded by a grant from the Science and Innovation Ministry of the Spanish Government (PSI2009-07280), by a grant of the Gipuzkoa Network of Science, Technology and Innovation Programme (OF94/2008) from the Gipuzkoa Provincial Council and European Union (FEDER), and by a grant from the Research Bureau of the University of the Basque Country (General Funding for Research Groups, GIU08/09)en
dc.identifier.citationAritzeta Galán, A., Balluerka Lasa, N., Gorostiaga Manterola, A., Alonso Arbiol, I., Haranburu Oiharbide, M., & Gartzia Fernández, L. (2016). Classroom emotional intelligence and its relationship with school performance. European journal of education and psychology, 9(1), 1-8. https://doi.org/10.1016/J.EJEPS.2015.11.001
dc.identifier.doi10.1016/J.EJEPS.2015.11.001
dc.identifier.eissn1989-2209
dc.identifier.issn1888-8992
dc.identifier.urihttps://hdl.handle.net/20.500.14454/5024
dc.language.isoeng
dc.publisherAsociación Universitaria de Educación y Psicología (ASUNIVEP)
dc.publisherUniversidad Autónoma de Chile
dc.rights© 2015 European Journal of Education and Psychology
dc.subject.otherGroup emotional intelligence
dc.subject.otherTest validation
dc.subject.otherSchool performance
dc.subject.otherInteligencia emocional grupal
dc.subject.otherValidación de test
dc.subject.otherDesempeño escolar
dc.titleClassroom emotional intelligence and its relationship with school performanceen
dc.title.alternativeInteligencia emocional del aula y su relación con el desempeño académicoes
dc.typejournal article
dcterms.accessRightsopen access
oaire.citation.endPage8
oaire.citation.issue1
oaire.citation.startPage1
oaire.citation.titleEuropean journal of education and psychology
oaire.citation.volume9
oaire.licenseConditionhttps://creativecommons.org/licenses/by-nc-nd/4.0/
oaire.versionVoR
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