scholarly journals Inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario | Emotional intelligence and social skills in the disruptive behavior of secondary school students

2020 ◽  
Vol 13 (26) ◽  
pp. 29
Author(s):  
Maria Emilia Colichón Chiscul
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Secondary School ◽  
Disruptive Behavior ◽  
Secondary School Students ◽  
Educational Institution ◽  
School Students ◽  
Statistical Program ◽  
Para Determinar

La investigación tiene por objetivo determinar la influencia de la inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario. Se trabajó con una muestra de 210 estudiantes del nivel secundario de la Institución Educativa PNP Alipio Ponce Vásquez del Cercado de Lima que fueron seleccionados de forma probabilística. La técnica que se utilizó fue la encuesta y los instrumentos de recolección de datos fueron cuestionarios para medir las variables en estudio. Para determinar la confiabilidad se utilizó el Coeficiente Alfa de Cronbach. Para el análisis de datos se empleó el programa estadístico SPSS, versión 19, con el cual se realizó estadística descriptiva e inferencial, mediante análisis multivariado para la comprobación de la asociación entre las variables de estudio. Se concluye según la prueba de Nagelkerke una dependencia porcentual de 31.6%, de influencia de la inteligencia emocional y las habilidades sociales en la conducta disruptiva; asimismo se indica un 70.9% de área bajo la curva COR; lo que implica que la inteligencia emocional y las habilidades sociales influyen en la conducta disruptiva de estudiantes del nivel secundario de la IE PNP Capitán Alipio Ponce Vásquez, año 2016.AbstractThe research aims to determine the influence of emotional intelligence and social skills on the disruptive behavior of secondary school students. We worked with a sample of 210 students of the secondary level of the Educational Institution PNP Alipio Ponce Vasquez of Cercado de Lima who were selected in a probabilistic manner. The technique used was the survey and the data collection instruments were questionnaires to measure the variables under study. To determine reliability, Cronbach's Alpha Coefficient was used. The SPSS statistical program, version 19, was used to analyze the data, with which descriptive and inferential statistics were used, using multivariate analysis to check the association between the study variables. A percentage dependenceof31.6%onthe influence of emotional intelligence and social skills on disruptive behavior is concluded according to the Nagelkerke test; likewise, 70.9% of the area under the COR curve is indicated; which implies that emotional intelligence and social skills influence the disruptive behavior of high school students of the IE PNP Captain Alipio Ponce Vásquez, 2016.

scholarly journals Social Intelligence and Emotional Intelligence: Correlational Analysis among Secondary School Students in Different Achievement Levels

2017 ◽  
Vol 4 (4) ◽  
Author(s):  
Dixon P. Thomas ◽  
Dr. K. V. Jeeva Rathina
Keyword(s):  
Emotional Intelligence ◽  
High School Students ◽  
Secondary School ◽  
Social Intelligence ◽  
Secondary School Students ◽  
Low Achievers ◽  
School Students ◽  
The Social ◽  
Significant Difference ◽  
Age Range

The present study aims to explore the relationship between social intelligence and emotional intelligence of secondary school students in different levels of academic achievement. The Social Intelligence Test and the Emotional Intelligence Scale developed by the investigators for the purpose of the study were administered to gather data from a stratified random sample of 628 high school students in the age range 13 to 16. The analysis of the data with SPSS revealed that presence of significant difference among high-, average-, and low achievers in secondary school students with regard to their social intelligence and emotional intelligence. The study exposed the presence of low, but significant positive correlation between social intelligence and emotional intelligence of secondary school students. The high-, average-, and low achievers, however, do not differ significantly with regard to the degree of relationship between their social intelligence and emotional intelligence.

scholarly journals A Study on the Emotional Intelligence of Higher Secondary School Students

2020 ◽  
Vol 8 (3) ◽  
pp. 114-119
Author(s):  
M Kumar
Keyword(s):  
Emotional Intelligence ◽  
Secondary School ◽  
Secondary School Students ◽  
Family Income ◽  
Male Students ◽  
School Type ◽  
Professional Lives ◽  
School Students ◽  
Competitive Situation ◽  
Emotionally Intelligent

We live in a world that is changing faster than ever before and facing unparalleled challenges. In the current competitive situation where students are expected to perform multi roles with performance and effectiveness, it is highly needed to realize their right position and passionate intelligence towards the unseen complexities of life and quality education. The proposed New Policy on Education mainly focused on improving the quality of education that can be produced by making the students emotionally intelligent. Emotional knowledge helps in bringing better achievement of students and offer them skills for their personal and professional lives. The present study was an attempt to study the emotional intelligence of t higher secondary school students. A random sampling method was used. The sample consisted of 300 higher secondary school students. The emotional intelligence scale developed and standardized by the Reuven baron was used for data collection. Statistical techniques like Mean, Percentiles, Standard deviation, and t-value were used to analyses the data. The result shows  that emotional intelligence was independent of gender, subject, locality ofthe school, type of family, father’s occupation, and family income. The level of higher secondary schoolstudent’s emotional intelligence was average in nature. The female students are better than the male students on their emotional intelligence. 

scholarly journals Un estudio sobre el uso de CAS como caja negra para el aprendizaje de factorizaciones A study on the use of CAS as a black box for the learning of factorization

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Abigail González Maldonado ◽  
Mario Sánchez Aguilar
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Research Study ◽  
Research Question ◽  
Black Box ◽  
Mathematics Students ◽  
Mathematical Software ◽  
Lower Secondary School ◽  
School Students

ResumenEn este artículo se reporta una investigación en la cual se intenta averiguar si los estudiantes pueden adquirir habilidades necesarias para realizar factorizaciones algebraicas, utilizando software matemático. Para contestar la interrogante de la investigación, se aplicaron actividades a estudiantes de nivel secundaria y bachillerato, donde debían calcular factorizaciones algebraicas con ayuda del software GeoGebra, posteriormente se les pedía que buscaran patrones en los resultados que arrojaba el software para poder generar una factorización general. Después de analizar los resultados de la experimentación se encontró́ que los estudiantes son capaces de producir factorizaciones algebraicas generales, aunque presentan ciertas dificultades. Este trabajo cierra haciendo una discusión de las implicaciones que pueden tener los resultados encontrados.AbstractThis paper describes a research study focused on finding out if mathematics students can acquire skills necessary to perform algebraic factorizations by using mathematical software. To answer the research question, a group of lower secondary school students and high school students were involved in mathematical activities where there should calculate algebraic factorizations using the software GeoGebra, then they were asked to look for patterns in the results generated by the software in order to produce a general factorization. After analyzing the results of the experimentation, it was found that students are able to produce general algebraic factorizations, but some of them have some difficulties in doing so. This work is closed by a discussion of the implications of the research results.

scholarly journals Relationship between Emotional Intelligence, Social Skills and Peer Harassment. A Study with High School Students

2020 ◽  
Vol 17 (12) ◽  
pp. 4208 ◽  
Author(s):  
Rubén Trigueros ◽  
Elena Sanchez-Sanchez ◽  
Isabel Mercader ◽  
José M. Aguilar-Parra ◽  
Remedios López-Liria ◽  
...  
Keyword(s):  
High School ◽  
Emotional Intelligence ◽  
High School Students ◽  
Social Skills ◽  
Structural Equation ◽  
Negative Relationship ◽  
Equation Model ◽  
School Students ◽  
Peer Harassment ◽  
Mood Scale

The objective of this study was to analyse the relationship between emotional intelligence and social skills, and how these two variables influence bullying. In this study, 912 Spanish high school students, 471 boys and 441 girls aged 14–16 years, participated, who were administered the Spanish version of the Trait Meta Mood Scale 24, the “Bateria de socialización BAS-3” and the Peer Harassment Questionnaire. To analyse the results, a structural equation model was made. The results reflected a positive relationship between emotional intelligence and social skills (B = 0.44, p < 0.001), and a negative relationship with respect to bullying (B = −0.56, p < 0.001). In turn, social skills reflected a negative relationship with respect to bullying (B = −0.38, p < 0.001). These results reflect the need to implement educational programs focused on the development of emotional intelligence in the classroom, as a means to try to stop bullying behaviours in the classroom.

Academic-related stress among private secondary school students in India

2014 ◽  
Vol 3 (2) ◽  
pp. 118-134 ◽  
Author(s):  
Sibnath Deb ◽  
Esben Strodl ◽  
Jiandong Sun
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Secondary School Students ◽  
Sampling Technique ◽  
Academic Stress ◽  
Future Research ◽  
School Students ◽  
Related Factors ◽  
Content Type ◽  
Exam Anxiety

Purpose – The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors. Design/methodology/approach – Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire. Findings – Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities. Practical implications – Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety. Originality/value – This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

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