| Summary: | La presente investigación trata sobre la inteligencia emocional y las conductas disruptivas
en el aula de Educación Primaria. El objetivo fundamental es comprobar sí es cierto que
una mejor o peor inteligencia emocional provoca un aumento o disminución en las
conductas disruptivas del alumnado. Para ello, se han contextualizado de forma teórica
los conceptos de inteligencia emocional, conductas disruptivas y la relación existente
entre ambas, además de analizar la importancia del clima y la gestión del aula.
Para evaluar o medir las variables nombradas anteriormente, se aplica el test de
inteligencia emocional MSCEIT, el test de conductas disruptivas propias de bullying
Bull-S y el programa de intervención, con en el que se pretende familiarizar a cada uno
de los alumnos/as con estos conceptos, haciéndoles partícipes de manera activa en las
sesiones elaboradas y mejorando a su vez las relaciones interpersonales con el resto del
alumnado.
This investigation is about emotional intelligence and disruptive conduct in the Primary
School classroom. The fundamental objective is to test the hypothesis that a higher or
lower emotional intelligence creates an increase or decrease in disruptive behaviors by
students. To that end, the concepts of emotional intelligence, disruptive conduct and the
relationship between the two have been technically conceptualized. In addition, the
importance of the atmosphere and management of the classroom were analyzed.
To evaluate or measure the aforementioned variables, the emotional intelligence
assessment MSCEIT was applied, a test that detects disruptive conduct related to bullying
Bull-S and the intervention program. These tools are intended to familiarize every student
with this terminology and make them active participants in the planned sessions, while
also improving their relationship with the rest of their peers.
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