Resumen

FRAUSTO MARTIN DEL CAMPO, Adrián  y  PATINO DOMINGUEZ, Hilda Ana María. Preservice Teachers’ Affectivity: Study of their Mood and Emotional Intelligence. Rev. latinoam. estud. educ. [online]. 2021, vol.51, n.3, pp.45-69.  Epub 20-Oct-2023. ISSN 2448-878X.  https://doi.org/10.48102/rlee.2021.51.3.390.

A humanistic education implies not only the learning of the disciplinary or cognitive contents. It is very important that future teachers develop their emotional intelligence through skills that allow them to know, accept and regulate their emotions to achieve states of subjective well-being and establish constructive relationships with others. This article offers a descriptive, non-experimental, quantitative study with the intention to examine how Emotional Intelligence skills are linked to the mood of 399 preservice teachers from Guanajuato, Puebla, and Mexico City. We used two instruments: the TMM24 that measures Emotional Intelligence traits and the Positive and Negative Activation Scale (PANAS). Among the main findings, the following stand out: 1) the positive mood of the participating student body is aimed at decision-making, pride, and care in the environment; while the pole of the negative state shows features of concern; 2) it is necessary to strengthen the skills of attention and emotional clarity in the participating group to reach an adequate level; and 3) improving the levels of emotional skills could boost the mood of preservice teachers.

Palabras llave : preservice teachers; emotional intelligence; mood; socioemotional skills.

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