Relación entre inteligencia emocional, resiliencia y estrategias para el manejo de los conflictos en un instituto de enseñanza secundaria

Abstract

This thesis aims to study the relationship between three relevant constructs on adolescent's everyday life in the school context, such as resilience, emotional intelligence, and school conflicts. In this study a total of 147 students (54, 42% boys, aged from 13 to 18), attending to a Secondary Education Institute in Region of Murcia have participated. The instruments used have been as follows: the Factor "g" Scale 3 test (Cattell & Cattell 2001) was used to evaluate psychometric intelligence; socio-emotional competencies were valued with the Emotional Quotient Inventory for children and adolescents (EQ-i:YV; Bar-On & Parker, 2000, adaptation by Ferrándiz, Hernández, Bermejo, Ferrando & Sainz, 2012); resilience was measured with the Mexican Resilience Scale (RESI-M, Palomar & Gómez, 2010); an ad hoc questionnaire was designed to assess school conflicts. This questionnaire assessed Types of school conflicts, Resilience, Conflict Resolution Mechanisms and Conflict Perception. Academic performance was valued according to the grades obtained by students. Data analysis was performed based on descriptive statistics, comparison of means, and structural equations, using SPSS, V.24 and AMOS 18. From the results obtained with respect to the study of individual differences according to sex; IQ level, academic year; educational program attended by students (Ordinary vs. Diversification) and academic performance; it is worth noting the following ones: " (A) Differences were found according to students' academic performance in the three constructs: in Resilience (measured by the conflict questionnaire), in Interpersonal; Adaptability and Stress Management variables (measured by EQ-i:YV) and Family Support (measured by RESI-M). " (B) No statistically significant differences due to sex were found, except in the Interpersonal variable measured by EQ-i:YV. " (C) Statistically significant differences due to the course were also not found, except in the Social Competency (measured by the RESI-M). " (D) Statistical significant differences depending on the educational program were found only in the dimensions of Social and Family support (measured by the RESI-M). " (E) Differences were found based on the IQ in the types perceived conflict in their environment (from the school conflict questionnaire) and in Strengths and Social Support (from RESI-M). Different structural models were tested to explain the relationship between the different variables. The only statistically significant interactions are those in which the EQ-i:YV questionnaire variables are grouped into the general IE factor; and the relationships between the overall resilience construct and the variables measured by the RESI-M questionnaire. And the correlation between the constructs of IE and resilience (r =.92, p = .029). Beyond these interactions, we find two marginally significant regressions: one refers to the IQ's prediction of Resilience (standardized weight .20, p = .06) and the other refers to the IQ's prediction of conflict perception (standardized weight -.20, p = .098). In the conclusions drawn from this work, it is evident the strong relationship between the constructs of emotional intelligence and resilience, as well as the predictive level of IQ on both. In addition, both constructs (EI and resilience) can differentiate students according to their academic performance. It has been more difficult to see a direct relationships of resilience and emotional intelligence on the perception of school conflicts. Perhaps because several variables, both intrapersonal and interpersonal, are involved in the conflict.