000075744 001__ 75744
000075744 005__ 20200117221613.0
000075744 0247_ $$2doi$$a10.3389/fpsyg.2018.02162
000075744 0248_ $$2sideral$$a108291
000075744 037__ $$aART-2018-108291
000075744 041__ $$aeng
000075744 100__ $$0(orcid)0000-0002-0102-6064$$aRodríguez Ledo, César
000075744 245__ $$aEmotional intelligence and mindfulness: relation and enhancement within the classroom with adolescents
000075744 260__ $$c2018
000075744 5060_ $$aAccess copy available to the general public$$fUnrestricted
000075744 5203_ $$aEmotional intelligence (EI) and mindfulness are two constructs that have been separately studied, and the relation between them still remains unclear. Research in this area has not attempted to go further into how enhancing EI and mindfulness together can achieve better improvements in this ability to attend mindfully. To bridge this knowledge gap, our research goal was to study the relationship between EI and the mindfulness competence in our study sample and to assess the impact of implementing EI and a mindfulness competence developmental program (SEA) about participants’ mindfulness competence. The sample consisted of 156 students aged 11–14 years old from a Spanish public high school. One hundred and eight participants were randomly assigned to the experimental condition, and the remaining 48 were to the control condition. The instruments used to evaluate EI were the CDE-SEC, EQi-Youth Version and the General Empathy Scale. Mindfulness on the School Scope Scale was used to assess mindfulness competences. Social adaptation was evaluated by using the social abilities and adjustment questionnaire BAS3. All the instruments where answered by the participants and have been adapted to a sample of youths with such age specifications. The results showed that EI and mindfulness were related to many of the variables measured by the instruments. Showing a good mindfulness competence was particularly related to having a good general level of the EI trait, and to many of the assessed social and emotional variables. The data indicated a significant relation between the mindfulness competence and having better general empathy skills or being better socially adjusted to the school context. The data also indicated a significant effect on participants’ interior and kinesthetic mindfulness competence after implementing the SEA Program. These findings corroborate the relationship between EI and mindfulness, and the possibility of enhancing mindfulness by applying a direct intervention program in the classroom.
000075744 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000075744 590__ $$a2.129$$b2018
000075744 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b40 / 137 = 0.292$$c2018$$dQ2$$eT1
000075744 592__ $$a0.997$$b2018
000075744 593__ $$aPsychology (miscellaneous)$$c2018$$dQ1
000075744 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000075744 700__ $$0(orcid)0000-0001-6492-2248$$aOrejudo, Santos$$uUniversidad de Zaragoza
000075744 700__ $$0(orcid)0000-0003-4252-9546$$aCardoso, Mª Jesús$$uUniversidad de Zaragoza
000075744 700__ $$aBalaguer, Álvaro
000075744 700__ $$0(orcid)0000-0003-0088-2261$$aZarza-Alzugaray, Francisco Javier$$uUniversidad de Zaragoza
000075744 7102_ $$13001$$2189$$aUniversidad de Zaragoza$$bDpto. Expres.Music.Plást.Corp.$$cÁrea Didáctica Expres. Musical
000075744 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000075744 773__ $$g9 (2018), 2162 [10 pp.]$$pFront. psychol.$$tFRONTIERS IN PSYCHOLOGY$$x1664-1078
000075744 8564_ $$s287899$$uhttps://zaguan.unizar.es/record/75744/files/texto_completo.pdf$$yVersión publicada
000075744 8564_ $$s21599$$uhttps://zaguan.unizar.es/record/75744/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000075744 909CO $$ooai:zaguan.unizar.es:75744$$particulos$$pdriver
000075744 951__ $$a2020-01-17-21:49:41
000075744 980__ $$aARTICLE