Inteligencia emocional en niños de educación inicial en contextos educativos rural, intercultural y urbano Emotional intelligence in early childhood education in rural, intercultural, and urban educational settings.
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Abstract
In the present study, the level of emotional intelligence in preschool students from urban, rural, and bilingual intercultural educational centers is determined and compared. To achieve this, the standardized Emotional Intelligence Assessment Survey Trait Meta Mood Scale-24 was administered to 60 students aged 5 and 6 years old.
The data obtained were used to compare the level of emotional intelligence among students in these different educational settings, using Pearson's Chi-Square analysis. The results do not indicate significant differences in emotional intelligence based on the educational context, whether rural, intercultural, or urban. However, they do indicate a significant relationship between emotional intelligence and the gender of the students.
The test reveals that both genders have adequate levels of attention, but females show a greater proficiency in emotional clarity and emotional repair than males. Therefore, it is necessary to promote the development of a psychopedagogical program aimed at optimizing emotional intelligence levels, with specific guidance for enhancing the components of emotional clarity and emotional repair.
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