BADYG E3 PDF

This study has two main aims: 1 analysing the relationship between intellectual capacities and levels of creativity in a sample of Spanish students from the third and sixth grades; and 2 examining the discrimination capacities and degree of congruence among different tests of intellectual ability that are commonly used to identify high-ability students. The study sample comprised primary school students. Participants completed different tests of intellectual ability, which were based on both fluid and crystallized intelligence, as well as creativity. Results indicated that it is advisable to use varying tests in the assessment process, and a complementary measure i. Identifying students with higher abilities has become a subject of great interest for researchers, education administrators, teachers and families alike. However, it is also a controversial issue because there is still no agreement on which variables must be taken into account to determine whether a student has higher abilities, or how these variables should be measured in these cases.

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The research about the determinants of performance keeps on being educational and social interest. The relationship between emotional intelligence and aptitudes in academic performance is not sufficiently demonstrated, as we do not have conclusive data about the differences of gender in these variables. We also should take into account that we keep finding contradictory data in our literature reviews. In our study we will try to bring some clarity to this issue.

Our purpose was on the one hand, to determine whether there are differences by gender in emotional intelligence, aptitudes and mathematical performance and, on the other hand, check if there is a relationship between the emotional intelligence aptitudes and the mathematical performance, and finally, we wanted to determine if the emotional intelligence and aptitudes are predictive variables of the performance in mathematics in students of 6th year of primary education.

Data collection was performed during the class in 4 sessions of about one hour. Descriptive, correlational and predictive data analysis were made. The data are discussed because of its importance in explaining the poor performance in mathematics of Spanish students in international tests PISA, TIMSS , as well as promoting emotional intelligence and differential aptitudes of students as factors of academic success.

Publication Date : April 30, Year , Volume 3 , Issue 7, Pages 21 - 28 Zotero Mendeley EndNote. Abstract The research about the determinants of performance keeps on being educational and social interest. References Barna, J. How important is personal-social development to academic achievement? Professional school counseling, 14 3 , Bar-On, R.

Toronto: Multi-Health Systems. ProQuest Medical Library; 28 8 , Caballero, P. Diploma de Estudios Avanzados no publicado. Emotional intelligence and aptitude on mathematics achievement: a study with primary students. Sevilla, Spain, de noviembre Callejo, M. Madrid, Spain: Narcea. Chamorro-Premuzic, T. Self-assessed intelligence and academic performance. Educational Psychology, 26 6 , Dawda, D. Personality and Individual Differences, 28 4 , Deary, I. Intelligence and educacional achievement.

Intelligence, 35 1 , Descals, A. Devi, L. Levels of emotional intelligence of adolescent boys and girls: A comparative study. Journal of Indian Psychology, 23, Predicting academic burnout and engagement in educational settings: Assessing the incremental validity of perceived emotional intelligence beyond perceived stress and general self-efficacy. Psicothema, 18, Extremera, N. Journal of Psychoeducational Assessment. July DOI: Frank, M. Arithmetic Teacher, Enero Barcelona, Spain: Boixareu Universitaria.

Garofalo, J. Metacognition, cognitive, monitoring and mathematical performance. Journal for Research in Mathematics Education, 16, Tesis doctoral. Madrid, Spain: Universidad Complutense de Madrid. Harrod, N. An exploration of adolescent emotional intelligence in relation to demographic characteristics. Houtmeyers, K. Attachment relationships and emotional intelligence in preschoolers. Laidra, K.

Personality and intelligence as predictors of academic achievement: A cross-sectional study from elementary to secondary school. Personality and Individual Differences, 42 3 , Lumley, M. Assessing alexithymia and related emotional ability constructs using multiple methods: interrelationships among measures.

Emotion, 5 3 , Mayer, J. Sluyter Eds. McLeod, D. Research on affect in mathematics education: A reconceptualization. Handbook of Research on Mathematics Teaching and Learning, McMahon, S. Multiple intelligence and reading achievement: An examination of the Teele Inventory of Multiple Intelligences. Journal of Experimental Education, 73 1 , Nasir, M.

An exploration of emocional intelligence of the students of IIUI in relation to gender, age and academic achievement. Bulletin of education and research, 32 1 , Navas, L. Palomera, R. Validez de constructo y desarrollo de la inteligencia emocional.

Tesis doctoral no publicada. Posibles consecuencias sobre la calidad educativa. College Student Journal, 8 4 , Rofhus, E. Assessing individual differences in knowledge: knowledge, intelligence, and related traits. Journal of Educational Psychology, 91 3 , Santesso, D. Child Psychiatry y Human Development, 36, Schoenfeld, A.

Mathematical problem solving. Orlando, FL: Academic Press. Young, L. Parental influences on individual differences in emotional understanding. Yuste Hernanz, C. Full Text File. Authors of the Article.

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