Profiles of Emotional Intelligence and Their Relationship with Motivational and Well-being Factors in Physical Education

  1. Antonio Méndez-Giménez 1
  2. José-Antonio Cecchini 1
  3. Cristina García-Romero 1
  1. 1 Universidad de Oviedo
    info

    Universidad de Oviedo

    Oviedo, España

    ROR https://ror.org/006gksa02

Revista:
Psicología educativa

ISSN: 1135-755X

Año de publicación: 2020

Volumen: 26

Número: 1

Páginas: 27-36

Tipo: Artículo

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Otras publicaciones en: Psicología educativa

Resumen

La investigación sobre la inteligencia emocional (IE) y su relación con factores motivacionales y de salud en contextos educativos es escasa. Los objetivos del estudio fueron tres: (a) explorar los perfiles de inteligencia emocional de los adolescentes en el contexto de la educación física, (b) examinar cómo se relacionan estos perfiles con los diferentes tipos de motivación, las necesidades psicológicas básicas, las metas de amistad, el bienestar subjetivo y las intenciones de ser físicamente activo y (c) analizar cómo evolucionan estos perfiles emocionales durante un año completo en contextos de educación física. Se trata de un estudio longitudinal con tres ocasiones de medida. Participaron 282 estudiantes (151 varones y 131 mujeres) de seis institutos de Educación Secundaria (Medad = 13.03, DT = 0.93). Se realizaron análisis de conglomerados jerárquicos y k-medias, tres MANOVA intergrupo (una para cada tiempo) y un MANOVA 2 x 3 (grupo x tiempo) para explorar los cambios longitudinales. Aparecieron dos clusters de IE: alto (n = 168) y bajo (n = 114). En los tres MANOVA se encontraron efectos significativos para el grupo. El cluster alto en IE se mostró más adaptativo y autodeterminado y con mayor nivel de ajuste psicosocial, bienestar subjetivo y la intención de ser físicamente activo.

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