emotional intelligence

22 January 2021

This article examines the relationship between emotional intelligence, emotional competence, and emotional education, with special reference to moral emotions applied to secondary education. Emotional education is a continuous and permanent educational process that occurs throughout life with the objective of developing emotional competences. Emotional intelligence in education is the foundation of these competences. There is currently abundant evidence for the benefits for students of emotional education. Its most notable effects include improved ethical and moral behaviour, the development of prosocial behaviours, and improved emotional competences, resulting in improved coexistence and well-being. Emotional education can address a multitude of topics, including emotional awareness and regulation, emotional autonomy, self-esteem, self-motivation, social skills, assertiveness, empathy, life skills, well-being, etc. This work focuses on moral emotions and values as an important aspect of education in adolescence. Adolescence is a developmental stage with significant changes and instability in moods that justifies the need to develop emotional intelligence in the educational field, specifically the education of moral emotions. Therefore, this work offers practical considerations for inclusion in the secondary education stage where the figure of the teacher has a key role as a model and educational reference.

Please, cite this article as follows: Bisquerra Alzina, R., & López-Cassà, È. (2021). El cultivo inteligente de las emociones morales en la adolescencia | The intelligent cultivation of moral emotions in adolescence. Revista Española de Pedagogía, 79 (278), 103-113. https://doi.org/10.22550/REP79-1-2021-09

15 January 2018

This article offers a critical analysis of emotional intelligence (EI) as a dominant discourse that establishes ways of understanding, managing, and learning about emotions in the field of education. The first section gives an overview of the recent interest in the emotional along with how the popularity of ideas associated with emotional intelligence derives from its ability to associate itself with other influential discourses that emerge from the brain sciences (neurology, cognitive psychology etc.). As part of this discussion, some of EI’s main qualities are questioned, for example, its neutrality, its potential to go beyond the dualist approaches that dominate traditional conceptions, and its proposal for a paradigm shift. The second part of the article examines the presence and impact of the discourse of emotional intelligence in the field of education in the form of mechanisms for measuring emotional intelligence and programmes of emotional intelligence or emotional literacy. The importance of educators’ emotional involvement is discussed, as is the problem of the subjectivating power of this discourse. It concludes with arguments that invite us to reflect and explore alternative ways of understanding and framing the emotional and emotional education.


Cite this article as: Menéndez Álvarez‑Hevia, D. (2018). Aproximación crítica a la Inteligencia Emocional como discurso dominante en el ámbito educativo | A critical approach to emotional intelligence as a dominant discourse in the field of education. Revista Española de Pedagogía, 76 (269), 7‑23. doi: https://doi.org/10.22550/REP76-1-2018-01


3 September 2008

The aim of this paper is to study the EI in high ability (gifted, talented and academic talented) and average ability (non-gifted or talented) students and look for differences between them depending on their cognitive profile. The participants comprising the high-ability (G&T) sample were drawn from different schools from Murcia (Spain). The initial identification of G&T required that the students met several criteria which included a) teacher nominations scale, based on Renzulli (1978) model; b) ability tests scores (BADyG, Yuste, Martínez y Galve, 2001); c) creativity test (Torrance Thinking Creative Test, Torrance, 1974). The final sample of G&T students included 182 (boys and girls). Their age ranged from 6 to 12 years old, they took the EQ-i: YV (Emotional Quotient Inventory Youth Version, Bar-On & Parker 2000). In addition, the same test was completed by a non-gifted or average abilities sample from different schools in Murcia (Spain) composed by 1393 students aged 6-17 years (boys and girls). The findings showed statistically significant differences between the high ability students (gifted, talent and academic talent) and non-gifted or talented. High ability student scores higher in the adaptability and stress management than the non-gifted or talented. In addition, the data showed gender differences in Emotional Intelligence. Girls obtained higher scores than boys in interpersonal and stress management, but boys obtained higher scores than girls in adaptability.


Key Words: emotional intelligence, gifted and talented

30 January 2006

Emotional education is an outstanding place of the actual culture and social needs. Technology, emotion and change are three conceptual keys of our society of information. These are the theoretical referents of this report. From here emphasize emotional view as value to educate. The main goal of the paper is the research done in the outstanding of the emotional dimension (feeling), next to the perception, think, applied, persistence and social understanding as inclination of basic needs for both the students and adults interior life. We delimitate the concept and reach of the emotional education establishing some finalities, we suggest contents and describe concrete strategies such as the ORA process, the cinema, the questioning, the music in order to teacher take it to the practice.


Key words: Emotional intelligence, emotional education, creative strategy, basic inclinations.