Educación emocional en la Amazonía Ecuatoriana después de la pandemia Covid-19
Palabras clave:
Educación emocional, nivel de educación, padres de familia, aprendizaje, pandemia
Resumen
En el marco de la pandemia de Covid-19, la necesidad de comprender y potenciar el bienestar emocional se vuelve imperativa, particularmente en el contexto educativo. La presente investigación se propuso examinar el estado emocional de estudiantes y padres de familia en dos áreas distintas de la Amazonía Ecuatoriana: Morona Santiago y Cuenca. La elección de estas regiones radica en su notable diversidad cultural y geográfica, además de las tensiones socioambientales que, en contexto de pandemia, han intensificado los retos a enfrentar. Mediante un enfoque metodológico mixto, se colectaron datos cuantitativos y cualitativos, que ofrecieron un análisis integral de la problemática. Entre los hallazgos, se observó que el 67% de las mujeres en Morona Santiago y el 84% de los hombres en Cuenca manifestaron una baja atención emocional. Contrastantemente, el 75% de las mujeres en Cuenca exhibieron excelente claridad emocional, en comparación con solo el 25% de los hombres en dicha región. Adicionalmente, una proporción mayor de los participantes en Cuenca reportaron excelentes niveles de reparación emocional. Los resultados evidencian la variabilidad del bienestar emocional entre diferentes regiones y grupos poblacionales, resaltando la necesidad de implementar estrategias de educación emocional adaptadas para mejorar el bienestar en medio de la crisis sanitaria.
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Castilho, P., Carvalho, S. A., Marques, S., y Pinto-Gouveia, J. (2017). Self-Compassion and emotional intelligence in adolescence: A multigroup mediational study of the impact of shame memories on depressive symptoms. Journal of Child and Family Studies, 26(3), 759-768. https://doi.org/10.1007/s10826-016-0613-4
Coelho, F. A. (2017). Neurociencia: Un encuentro posible con la psicología humanística. Revista de Ciencias Sociales (Ve), XXIII(1), 58-66.
Curtin, K. A., Schweitzer, A., Tuxbury, K., y D’Aoust, J. A. (2016). Investigating the factors of resiliency among exceptional youth living in rural underserved communities. Rural Special Education Quarterly, 35(2), 3-9. https://doi.org/10.1177/875687051603500202
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Fischer, A. H., Kret, M. E., y Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PLoS ONE, 13(1), e0190712. https://doi.org/10.1371/JOURNAL.PONE.0190712
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Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
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Madueño, P., Lévano, J. R., y Salazar, A. E. (2020). Conductas parentales y habilidades sociales en estudiantes de educación secundaria del Callao. Propósitos y Representaciones, 8(1), e234. https://doi.org/10.20511/pyr2020.v8n1.234
Martínez-Martínez, A. M., López-Liria, R., Aguilar-Parra, J. M., Trigueros, R., Morales-Gázquez, M. J., y Rocamora-Pérez, P. (2020). Relationship between emotional intelligence, cybervictimization, and academic performance in secondary school students. International Journal of Environmental Research and Public Health, 17(21), 7717. https://doi.org/10.3390/IJERPH17217717
Mayer, J. D., Caruso, D. R., y Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. https://doi.org/10.1016/S0160-2896(99)00016-1
Nurunnabi, M., Almusharraf, N., y Aldeghaither, D. (2020). Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries. Journal of Public Health Research, 9(S-1). https://doi.org/10.4081/jphr.2020.2010
O’Connor, R. C., Wetherall, K., Cleare, S., McClelland, H., Melson, A. J., Niedzwiedz, C. L., O’Carroll, R. E., O’Connor, D. B., Platt, S., Scowcroft, E., Watson, B., Zortea, T., Ferguson, E., y Robb, K. A. (2021). Mental health and well-being during the COVID-19 pandemic: Longitudinal analyses of adults in the UK COVID-19 Mental Health & Wellbeing study. The British Journal of Psychiatry, 218(6), 326-333. https://doi.org/10.1192/BJP.2020.212
Pietarinen, J., Soini, T., y Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. https://doi.org/10.1016/j.ijer.2014.05.001
Pillacela-Chin, L., y Crespo-Fajardo, J. L. (2022). Migración parental desde la mirada del desarrollo personal-emocional y el rendimiento escolar en Gualaceo-Ecuador. Revista de Ciencias Sociales (Ve), XXVIII(3), 218-234. https://doi.org/10.31876/RCS.V28I3.38470
Restubog, S. L. D., Ocampo, A. C. G., y Wang, L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. Journal of Vocational Behavior, 119, 103440. https://doi.org/10.1016/j.jvb.2020.103440
Romero, S., Hernández, I., Barrera, R., y Mendoza, A. (2022). Inteligencia emocional y desempeño académico en el área de las matemáticas durante la pandemia. Revista de Ciencias Sociales (Ve), XXVIII(2), 110-121. https://doi.org/10.31876/rcs.v28i2.37929
Salovey, P., Bedell, B. T., Detweiler, J. B., y Mayer, J. D. (1999). Coping intelligently: Emotional Intelligence and the Coping Process. In C. R. Snyder (Ed.), Coping the Psychology of What Works (pp. 141-164). Oxford University Press.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., y Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure, & Health (pp. 125-154). American Psychological Association. https://doi.org/https://doi.org/10.1037/10182-006
Salovey, P., y Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Serra, D. (2021). Decision-making: From neuroscience to neuroeconomics—an overview. Theory and Decision, 91(1), 1-80. https://doi.org/10.1007/s11238-021-09830-3
Soto-Rubio, A., Giménez-Espert, M. D. C., y Prado-Gascó, V. (2020). Effect of emotional intelligence and psychosocial risks on burnout, job satisfaction, and nurses’ health during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 17(21), 7998. https://doi.org/10.3390/ijerph17217998
Brackett, M. A., Rivers, S. E., y Salovey, P. (2011). Emotional Intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88-103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Buck, R. (1985). Prime theory: An integrated view of motivation and emotion. Psychological Review, 92(3), 389-413. https://doi.org/10.1037/0033-295X.92.3.389
Cañabate, D., Santos, M., Rodríguez, D., Serra, T., y Colomer, J. (2020). Emotional self-regulation through introjective practices in physical education. Education Sciences, 10(8), 208. https://doi.org/10.3390/educsci10080208
Casino-García, A. M., García-Pérez, J., y Llinares-Insa, L. I. (2019). Subjective emotional well-being, emotional intelligence, and mood of gifted vs. unidentified students: A relationship model. International Journal of Environmental Research and Public Health, 16(18), 3266. https://doi.org/10.3390/ijerph16183266
Castilho, P., Carvalho, S. A., Marques, S., y Pinto-Gouveia, J. (2017). Self-Compassion and emotional intelligence in adolescence: A multigroup mediational study of the impact of shame memories on depressive symptoms. Journal of Child and Family Studies, 26(3), 759-768. https://doi.org/10.1007/s10826-016-0613-4
Coelho, F. A. (2017). Neurociencia: Un encuentro posible con la psicología humanística. Revista de Ciencias Sociales (Ve), XXIII(1), 58-66.
Curtin, K. A., Schweitzer, A., Tuxbury, K., y D’Aoust, J. A. (2016). Investigating the factors of resiliency among exceptional youth living in rural underserved communities. Rural Special Education Quarterly, 35(2), 3-9. https://doi.org/10.1177/875687051603500202
Darvishmotevali, M., Altinay, L., y De Vita, G. (2018). Emotional intelligence and creative performance: Looking through the lens of environmental uncertainty and cultural intelligence. International Journal of Hospitality Management, 73, 44-54. https://doi.org/10.1016/j.ijhm.2018.01.014
Elmi, C. (2020). Integrating social emotional learning strategies in higher education. European Journal of Investigation in Health, Psychology and Education, 10(3), 848-858. https://doi.org/10.3390/ejihpe10030061
Fischer, A. H., Kret, M. E., y Broekens, J. (2018). Gender differences in emotion perception and self-reported emotional intelligence: A test of the emotion sensitivity hypothesis. PLoS ONE, 13(1), e0190712. https://doi.org/10.1371/JOURNAL.PONE.0190712
Guerra-Bustamante, J., León-Del-Barco, B., Yuste-Tosina, R., López-Ramos, V. M., & Mendo-Lázaro, S. (2019). Emotional Intelligence and Psychological Well-Being in Adolescents. International Journal of Environmental Research and Public Health, 16(10), 1720. https://doi.org/10.3390/IJERPH16101720
Guil, R., Gómez-Molinero, R., Merchan-Clavellino, A., Gil-Olarte, P., y Zayas, A. (2019). Facing anxiety, growing up. trait emotional intelligence as a mediator of the relationship between self-esteem and university anxiety. Frontiers in Psychology, 10, 567. https://doi.org/10.3389/fpsyg.2019.00567
Hargreaves, A. (2000). Mixed emotions: teachers’ perceptions of their interactions with students. Teaching and Teacher Education, 16(8), 811-826. https://doi.org/10.1016/S0742-051X(00)00028-7
Ijadi-Maghsoodi, R., Marlotte, L., Garcia, E., Aralis, H., Lester, P., Escudero, P., y Kataoka, S. (2017). Adapting and implementing a school-based resilience-building curriculum among low-income racial and ethnic minority students. Contemporary School Psychology, 21(3), 223-239. https://doi.org/10.1007/s40688-017-0134-1
Immordino-Yang, M. H., Darling-Hammond, L., y Krone, C. R. (2019). Nurturing nature: How brain development is inherently social and emotional, and what this means for education. Educational Psychologist, 54(3), 185-204. https://doi.org/10.1080/00461520.2019.1633924
Kelly, E. J., y Kaminskienė, N. (2016). Importance of emotional intelligence in negotiation and mediation. International Comparative Jurisprudence, 2(1), 55-60. https://doi.org/10.1016/j.icj.2016.07.001
Labrague, L. J. (2021). Resilience as a mediator in the relationship between stress-associated with the Covid-19 pandemic, life satisfaction, and psychological well-being in student nurses: A cross-sectional study. Nurse Education in Practice, 56, 103182. https://doi.org/10.1016/j.nepr.2021.103182
Madueño, P., Lévano, J. R., y Salazar, A. E. (2020). Conductas parentales y habilidades sociales en estudiantes de educación secundaria del Callao. Propósitos y Representaciones, 8(1), e234. https://doi.org/10.20511/pyr2020.v8n1.234
Martínez-Martínez, A. M., López-Liria, R., Aguilar-Parra, J. M., Trigueros, R., Morales-Gázquez, M. J., y Rocamora-Pérez, P. (2020). Relationship between emotional intelligence, cybervictimization, and academic performance in secondary school students. International Journal of Environmental Research and Public Health, 17(21), 7717. https://doi.org/10.3390/IJERPH17217717
Mayer, J. D., Caruso, D. R., y Salovey, P. (1999). Emotional intelligence meets traditional standards for an intelligence. Intelligence, 27(4), 267-298. https://doi.org/10.1016/S0160-2896(99)00016-1
Nurunnabi, M., Almusharraf, N., y Aldeghaither, D. (2020). Mental health and well-being during the COVID-19 pandemic in higher education: Evidence from G20 countries. Journal of Public Health Research, 9(S-1). https://doi.org/10.4081/jphr.2020.2010
O’Connor, R. C., Wetherall, K., Cleare, S., McClelland, H., Melson, A. J., Niedzwiedz, C. L., O’Carroll, R. E., O’Connor, D. B., Platt, S., Scowcroft, E., Watson, B., Zortea, T., Ferguson, E., y Robb, K. A. (2021). Mental health and well-being during the COVID-19 pandemic: Longitudinal analyses of adults in the UK COVID-19 Mental Health & Wellbeing study. The British Journal of Psychiatry, 218(6), 326-333. https://doi.org/10.1192/BJP.2020.212
Pietarinen, J., Soini, T., y Pyhältö, K. (2014). Students’ emotional and cognitive engagement as the determinants of well-being and achievement in school. International Journal of Educational Research, 67, 40-51. https://doi.org/10.1016/j.ijer.2014.05.001
Pillacela-Chin, L., y Crespo-Fajardo, J. L. (2022). Migración parental desde la mirada del desarrollo personal-emocional y el rendimiento escolar en Gualaceo-Ecuador. Revista de Ciencias Sociales (Ve), XXVIII(3), 218-234. https://doi.org/10.31876/RCS.V28I3.38470
Restubog, S. L. D., Ocampo, A. C. G., y Wang, L. (2020). Taking control amidst the chaos: Emotion regulation during the COVID-19 pandemic. Journal of Vocational Behavior, 119, 103440. https://doi.org/10.1016/j.jvb.2020.103440
Romero, S., Hernández, I., Barrera, R., y Mendoza, A. (2022). Inteligencia emocional y desempeño académico en el área de las matemáticas durante la pandemia. Revista de Ciencias Sociales (Ve), XXVIII(2), 110-121. https://doi.org/10.31876/rcs.v28i2.37929
Salovey, P., Bedell, B. T., Detweiler, J. B., y Mayer, J. D. (1999). Coping intelligently: Emotional Intelligence and the Coping Process. In C. R. Snyder (Ed.), Coping the Psychology of What Works (pp. 141-164). Oxford University Press.
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., y Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. In J. W. Pennebaker (Ed.), Emotion, Disclosure, & Health (pp. 125-154). American Psychological Association. https://doi.org/https://doi.org/10.1037/10182-006
Salovey, P., y Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185-211. https://doi.org/10.2190/DUGG-P24E-52WK-6CDG
Serra, D. (2021). Decision-making: From neuroscience to neuroeconomics—an overview. Theory and Decision, 91(1), 1-80. https://doi.org/10.1007/s11238-021-09830-3
Soto-Rubio, A., Giménez-Espert, M. D. C., y Prado-Gascó, V. (2020). Effect of emotional intelligence and psychosocial risks on burnout, job satisfaction, and nurses’ health during the COVID-19 pandemic. International Journal of Environmental Research and Public Health, 17(21), 7998. https://doi.org/10.3390/ijerph17217998
Publicado
2023-10-03
Cómo citar
Luengo Molero, D. A., Crespo Asqui, J. D., Cruz Tamayo, M. de los Ángeles, & Briceño Méndez, J. H. (2023). Educación emocional en la Amazonía Ecuatoriana después de la pandemia Covid-19. Revista De Ciencias Sociales, 29, 93-105. https://doi.org/10.31876/rcs.v29i.40944
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