Inteligencia emocional y modalidad de educación virtual: Revisión bibliográfica
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Horizontes Rev. Inv. Cs. Edu.
Abstract
El presente estudio analiza la situación actual de la educación virtual y examinar cómo los estudiantes han afrontado la inteligencia emocional. Se realizó una revisión sistemática desde 2020 hasta 2022, que abordaran la variable de interés. Se excluyeron estudios con objetivos diferentes, así como aquellos no aplicados en instituciones educativas. Se consultaron diversas bases de datos, incluyendo Dialnet, EBSCO, Google Académico, ProQuest, Redalyc, Scielo, ScienceDirect y Scopus. Los resultados de búsqueda arrojaron un total de 50 artículos, revelando transformaciones significativas en el aspecto personal y educativo de los estudiantes. Las medidas de confinamiento provocaron aislamiento social y cambios en el estado emocional de los estudiantes, afectando su desarrollo emocional y habilidades sociales. Se destacan la autoconciencia, empatía, motivación, autocontrol y competencia social como componentes esenciales para abordar problemas personales e institucionales.
The present study analyzes the current situation of virtual education and examine how students have coped with emotional intelligence. A systematic review was conducted from 2020 to 2022, addressing the variable of interest. Studies with different objectives were excluded, as well as those not applied in educational institutions. Several databases were consulted, including Dialnet, EBSCO, Google Scholar, ProQuest, Redalyc, Scielo, ScienceDirect and Scopus. The search results yielded a total of 50 articles, revealing significant transformations in the personal and educational aspect of the students. The confinement measures caused social isolation and changes in the emotional state of the students, affecting their emotional development and social skills. Self-awareness, empathy, motivation, self-control and social competence are highlighted as essential components to address personal and institutional problems.
The present study analyzes the current situation of virtual education and examine how students have coped with emotional intelligence. A systematic review was conducted from 2020 to 2022, addressing the variable of interest. Studies with different objectives were excluded, as well as those not applied in educational institutions. Several databases were consulted, including Dialnet, EBSCO, Google Scholar, ProQuest, Redalyc, Scielo, ScienceDirect and Scopus. The search results yielded a total of 50 articles, revealing significant transformations in the personal and educational aspect of the students. The confinement measures caused social isolation and changes in the emotional state of the students, affecting their emotional development and social skills. Self-awareness, empathy, motivation, self-control and social competence are highlighted as essential components to address personal and institutional problems.
Description
Vol. 8, No. 33