000070988 001__ 70988
000070988 005__ 20181025115741.0
000070988 0247_ $$2doi$$a10.1016/j.sbspro.2017.02.176
000070988 0248_ $$2sideral$$a105119
000070988 037__ $$aART-2017-105119
000070988 041__ $$aeng
000070988 100__ $$0(orcid)0000-0002-8072-2390$$aSalavera, C.$$uUniversidad de Zaragoza
000070988 245__ $$aEmotional intelligence and creativity in first- and second-year primary school children
000070988 260__ $$c2017
000070988 5060_ $$aAccess copy available to the general public$$fUnrestricted
000070988 5203_ $$aThe objective of this study was to describe emotional intelligence and creativity in Primary Education schoolchildren. These two constructs were evaluated in first- and second-year Primary Education schoolchildren who went to different schools in the Spanish Autonomous Community of Aragon. The study sample was formed by 631 schoolchildren (313 boys and 318 girls) aged 6-7 years. The results showed differences in emotional intelligence for gender, but the differences obtained for creativity were not significant. Finally, a cluster analysis was done to analyse how the different variables were grouped according to clusters, where differences were found for creativity levels, but not for emotional intelligence levels. This research indicated how emotional intelligence did not influence our pupils'' creativity as the cluster with the highest creativity level had the lowest level of elaboration (quantity of details in responses). This indicated that, despite being creative, these pupils were concise and pragmatic when responding. This situation should make schools reflect on what type of students we are training. As future research lines, work should be done with programmes that include creativity and emotional intelligence, and that investigate the way positive emotions and creativity can be combined.
000070988 536__ $$9info:eu-repo/grantAgreement/ES/DGA/FSE
000070988 540__ $$9info:eu-repo/semantics/openAccess$$aby-nc-nd$$uhttp://creativecommons.org/licenses/by-nc-nd/3.0/es/
000070988 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000070988 700__ $$0(orcid)0000-0003-3789-3781$$aUsan, P.$$uUniversidad de Zaragoza
000070988 700__ $$aChaverri, I.
000070988 700__ $$aGracia, N.
000070988 700__ $$aAure, P.
000070988 700__ $$aDelpueyo, M.
000070988 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000070988 773__ $$g237 (2017), 1179-1183$$tProcedia: social & behavioral sciences$$x1877-0428
000070988 8564_ $$s145348$$uhttps://zaguan.unizar.es/record/70988/files/texto_completo.pdf$$yVersión publicada
000070988 8564_ $$s7019$$uhttps://zaguan.unizar.es/record/70988/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000070988 909CO $$ooai:zaguan.unizar.es:70988$$particulos$$pdriver
000070988 951__ $$a2018-10-25-08:51:05
000070988 980__ $$aARTICLE