Diseño y validación de un instrumento de evaluación de la inteligencia emocional en contextos educativos
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2025
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Campus Educa-Sportis
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Domínguez Pérez, D., Ruiz de Miguel, C., & Alonso de Mena, E. (2025). Diseño y validación de un instrumento de evaluación de la inteligencia emocional en contextos educativos. EDUCA. Revista Internacional para la Calidad Educativa,5(1), 1–26. https://doi.org/10.55040/educa.v5i1.132
Abstract
La educación emocional constituye una necesidad fundamental del ser humano, que históricamente, ha sido abordada principalmente en el entorno familiar. Sin embargo, hoy es imprescindible que también sea abordada en los centros educativos. El desarrollo integral del alumnado es una prioridad en educación, y no se puede lograr plenamente sin considerar su educación emocional. Esto subraya la importancia de diseñar e implementar propuestas y programas educativos destinados al desarrollo de la inteligencia emocional. Para llevar a cabo estas iniciativas, es necesario disponer de herramientas de evaluación que permitan identificar las necesidades emocionales del alumnado, con el propósito de guiar las acciones hacia el fortalecimiento de sus competencias emocionales. El objetivo de este estudio ha sido diseñar y validar un instrumento para evaluar la Inteligencia Emocional en contextos educativos. El estudio se ha realizado con una muestra de 915 estudiantes desde 5º de Primaria hasta 2º de ESO. Se propuso un modelo teórico de Inteligencia Emocional compuesto por nueve dimensiones donde se analizó la fiabilidad y la validez de contenido. La validez de contenido fue sustentada a través de la fundamentación teórica y el juicio de expertos, la fiabilidad a través del cálculo del Alpha de Cronbach (α= .828). Por todo ello, se puede afirmar que el instrumento reúne las propiedades psicométricas suficientes para ser un instrumento de evaluación válido y fiable para el estudio de la IE en contextos educativos, pudiéndose utilizar por el profesorado como instrumento de screaning para conocer el nivel de partida del alumnado y así guiar la propuesta educativa para el desarrollo de competencias emocionales
Emotional education, which has historically been addressed mainly in the family environment, constitutes a fundamental need of human beings. However, today it is essential this emotional education also be addressed in educational centers. The comprehensivedevelopment of students is a priority in education, and can’t be fully achieved without considering their emotional education. This underlines the importance of designing and implementing educational proposals and programs aimed at the development of emotional intelligence. To carry out these initiatives. It is necessary to have evaluation tools that allow identifying the emotional needs of student, with the purpose of guiding actions towards strengthening their emotional competencies. The aim of this study has been to design and validate an instrument to assess Emotional Intelligence in educational contexts. The study has been carried out with a sample of 915 students from 5th grade to 2nd ESO. A theoretical EI model composed of nine dimensions was proposed where reliability and content validity were analyzed. Content validity was supported through the theoretical foundation and expert judgment, reliability through the calculation of Cronbach's Alpha. For all these reasons, it can be affirmed that the instrument has sufficient psychometric properties to be a valid and reliable evaluation instrument for the study of EI in educational contexts.
Emotional education, which has historically been addressed mainly in the family environment, constitutes a fundamental need of human beings. However, today it is essential this emotional education also be addressed in educational centers. The comprehensivedevelopment of students is a priority in education, and can’t be fully achieved without considering their emotional education. This underlines the importance of designing and implementing educational proposals and programs aimed at the development of emotional intelligence. To carry out these initiatives. It is necessary to have evaluation tools that allow identifying the emotional needs of student, with the purpose of guiding actions towards strengthening their emotional competencies. The aim of this study has been to design and validate an instrument to assess Emotional Intelligence in educational contexts. The study has been carried out with a sample of 915 students from 5th grade to 2nd ESO. A theoretical EI model composed of nine dimensions was proposed where reliability and content validity were analyzed. Content validity was supported through the theoretical foundation and expert judgment, reliability through the calculation of Cronbach's Alpha. For all these reasons, it can be affirmed that the instrument has sufficient psychometric properties to be a valid and reliable evaluation instrument for the study of EI in educational contexts.
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