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All Journal International Journal of Environmental, Sustainability, and Social Science
Johnny Félix Farfán PIMENTEL
Universidad César Vallejo, Perú
Economics, Econometrics & Finance Environmental Science Social Sciences

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Emotional Intelligence and Collaborative Work in High School Students: Theoretical Analysis Luis Carmelo Fuertes MEZA; Johnny Félix Farfán PIMENTEL; Janet Meluzka García RIVEROS; Amparo Rosa Montellanos SOLIS
International Journal of Environmental, Sustainability, and Social Science Vol. 2 No. 2 (2021): International Journal of Environmental, Sustainability, and Social Science (Jul
Publisher : Indonesia Strategic Sustainability

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v2i2.78

Abstract

The purpose of this article is to analyze the influence of emotional intelligence on collaborative work in high school students. The teaching-learning processes that are generated in the student in a given educational context, through cooperative work and the collaboration of the entire educational community generate an improvement in student learning in a quality and comprehensive education. In this way, working cooperatively with our students should be valued in the educational community to achieve the goals of the competencies foreseen in our educational system. At present it is relevant to find strategies for the change of an active methodology making use of our emotional intelligence using emotions as the main axis in addition to teamwork in order to solve challenging situations proposed by the teacher or problematic situations of their context. We will also learn about the four pillars of emotional intelligence, such as knowledge, aptitude, depth and emotional alchemy, which are related to understanding our emotions, self-regulation, empathy for others and social skills. Finally, significant contributions are made on emotional intelligence and collaborative work.
Emotional Competences in University and Teachers: A Systematic Review Ana Cecilia Vásquez MIRANDA; Darién Barramedo Rodríguez GALAN; Johnny Félix Farfán PIMENTEL
International Journal of Environmental, Sustainability, and Social Science Vol. 2 No. 2 (2021): International Journal of Environmental, Sustainability, and Social Science (Jul
Publisher : Indonesia Strategic Sustainability

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38142/ijesss.v2i2.80

Abstract

The aim of the review is to analyze the impact of emotional competence in the context of the university curriculum and therefore on teachers. The study was developed under the parameters of the PRISMA declaration, the compilation of information was carried out mainly in scientific databases such as Scopus, Proquest and Ebsco; using key search terms such as “emotional skills and education”, “emotional skills in teachers”, “emotional skills and training” among others which made it possible to find theories and possible scientific results to serve as the basis for the current study. Research period 2017 to 2020 Inclusion criteria: research articles, systematic reviews and case studies; peer-reviewed, linked or intertwined with emotional competence in students and teachers Exclusion criteria: investigations that were not subject to peer review, with methodological deficiencies or which did not show a relationship or linkage with the stated categories. As a result, 19 (out of 155 returned by a global search) studies that met the inclusion criteria were included. These results allow us to conclude that emotions and educational success have determined factors in the development of emotional competence of students and teachers; need to build learning scenarios that encourage emotional management and connection with others.
Co-Authors Amparo Rosa Montellanos SOLIS Ana Cecilia Vásquez MIRANDA Darién Barramedo Rodríguez GALAN Janet Meluzka García RIVEROS Luis Carmelo Fuertes MEZA