Gestión emocional en estudiantes de formación profesional

• María José Conde González ^[1]
  1. [1] Fundación Universidad Isabel I - CPrFP Río Duero
• Localización: Retos e innovación en Educación / coord. por Carolina Lorenzo Álvarez, Carmen Cutillas, Rosabel Roig Vila, 2024, ISBN 978-84-125398-4-4, págs. 22-33
• Idioma: español
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• Resumen

  • This study investigates the emotional state of students in this educational context, which is crucial for their work performance. The main objective is to evaluate the emotional intelligence of Vocational Training (VET) students and its relationship with the educational and work environment, in order to improve the educational process and the emotional well-being of the students. A mixed methodology with a cross-sectional design was used, combining quantitative and qualitative approaches. The sample consisted of 104 students from the Centro FP Rio Duero, distributed in various FP programs and educational levels. The male gender was in the majority with 56 students (53.85%) compared to 48 females (46.15%). The programs with the greatest participation were guidance in the natural environment and free time (38.46%), early childhood education (30.77%), physical conditioning (22.12%) and administration and finance (8.65%). To assess emotional intelligence, the Adult Emotional Development Questionnaire (CDE) was used, composed of 35 items with a Likert scale from zero to ten, covering five dimensions of emotional competence: awareness, regulation, autonomy, social competence, and competencies for life and well-being. The internal consistency of the questionnaire was evaluated with Cronbach's Alpha coefficient (αCDE-A35=0.73), indicating acceptable reliability. The results showed that students in the early childhood education training cycle presented a higher emotional profile (5.64) compared to those in physical conditioning (5.24).

    These findings will allow educators to adapt teaching strategies to meet emotional needs.