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Teresa Pozo-Rico obtained an international Phd at the University of Alicante. She has a degree in Psychology and a master of educational research. She is currently working as advisor of teachers' courses in the Educational establishment training teachers (CEFIRE) and as a professor and researcher in the area of developmental and educational psychology at the university of Alicante. It is important to mention her academic stays at the University of Chisinau, Moldova (2014), the University of Bucharest, Romania (2015), the University of Kiev, Ukraine (2015), the University of Mar del Plata, Argentina (2016) and the University of Helsinki, Finland (2016). Furthermore, she has collaborated in diverse research projects, the majority of them granted by ministries and educational administrations. Based on this work, she has published communications in international congresses, as well as articles in international journals which are indexed in JCR, such as Plos one (Q2, JCR 2019); Education XX1 (Q2, JCR 2019); Frontiers in Psychology (Q2, JCR 2019); Psicología. Reflexão e Crítica (Q3, JCR 2019); Publicaciones (Q4, JCR 2019); Sustainability (Q2, JCR 2019) and Journal of Environmental Research and Public Health (Q2, JCR 2019), among others. Her research lines focus on emotional intelligence, teaching and learning strategies, teacher’s training, academic achievement, burnout, ICT competency and educational e-learning environments.
In recent decades, efforts have been made to achieve a positive coexistence among adolescents in secondary schools and create a healthy environment to prepare them to face the present-day challenges. Therefore, this study highlights the educational purpose of improving emotional management and social skills as well as decreasing antisocial and criminal behaviour among secondary education students through an educational training programme. Accordingly, to verify the effectiveness of the project, a quasi-experimental design with a pre-test/post-test structure and a control group was adopted. To achieve this, a total of 141 Spanish secondary school students participated in this study and were randomly assigned to one of two experimental conditions. The first (experimental) group (n = 55) participated in the training programme; correspondingly, the second group (control) (n = 57) followed the usual mentoring activities planned for the entire educational centre. Of the total number of participants, 52.7% of the sample were men and 47.3% were women. The mean age of the participants was 13.01 years old (SD = 0.935). The results showed improvements in the environment with adequate training and the correct application of a programme involving emotional intelligence (EI) among secondary education students. Furthermore, a decrease in conflicts and enhanced relations between the members of the educational community was evidenced. Finally, the practical implications for improving coexistence in secondary schools are discussed.
Sara Vila; Raquel Gilar-Corbí; Teresa Pozo-Rico. Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century. International Journal of Environmental Research and Public Health 2021, 18, 5498 .
AMA StyleSara Vila, Raquel Gilar-Corbí, Teresa Pozo-Rico. Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century. International Journal of Environmental Research and Public Health. 2021; 18 (10):5498.
Chicago/Turabian StyleSara Vila; Raquel Gilar-Corbí; Teresa Pozo-Rico. 2021. "Effects of Student Training in Social Skills and Emotional Intelligence on the Behaviour and Coexistence of Adolescents in the 21st Century." International Journal of Environmental Research and Public Health 18, no. 10: 5498.
Teresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo. UNIVERSITY STUDENTS’ SATISFACTION ABOUT THE TRANSVERSAL INTEGRATION AN E-LEARNING TRAINING BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS AND NEW EDUCATIONAL INNOVATION METHODOLOGIES. INTED2021 Proceedings 2021, 4869 -4876.
AMA StyleTeresa Pozo-Rico, Raquel Gilar-Corbí, Andrea Izquierdo. UNIVERSITY STUDENTS’ SATISFACTION ABOUT THE TRANSVERSAL INTEGRATION AN E-LEARNING TRAINING BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS AND NEW EDUCATIONAL INNOVATION METHODOLOGIES. INTED2021 Proceedings. 2021; ():4869-4876.
Chicago/Turabian StyleTeresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo. 2021. "UNIVERSITY STUDENTS’ SATISFACTION ABOUT THE TRANSVERSAL INTEGRATION AN E-LEARNING TRAINING BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL SKILLS AND NEW EDUCATIONAL INNOVATION METHODOLOGIES." INTED2021 Proceedings , no. : 4869-4876.
Teresa Pozo-Rico; Raquel Gilar-Corbí; Juan Luís Castejón. CROSSCUTTING RESEARCH PROGRAM BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCIES TO COMBAT ADVERSITY IN THE EDUCATIONAL CONTEXTS OF THE 21ST CENTURY. INTED2021 Proceedings 2021, 4858 -4868.
AMA StyleTeresa Pozo-Rico, Raquel Gilar-Corbí, Juan Luís Castejón. CROSSCUTTING RESEARCH PROGRAM BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCIES TO COMBAT ADVERSITY IN THE EDUCATIONAL CONTEXTS OF THE 21ST CENTURY. INTED2021 Proceedings. 2021; ():4858-4868.
Chicago/Turabian StyleTeresa Pozo-Rico; Raquel Gilar-Corbí; Juan Luís Castejón. 2021. "CROSSCUTTING RESEARCH PROGRAM BASED ON THE DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCIES TO COMBAT ADVERSITY IN THE EDUCATIONAL CONTEXTS OF THE 21ST CENTURY." INTED2021 Proceedings , no. : 4858-4868.
The purpose of this study is to train an artificial neural network model for predicting student failure in the academic leveling course of the Escuela Politécnica Nacional of Ecuador, based on academic and socioeconomic information. For this, 1308 higher education students participated, 69.0% of whom failed the academic leveling course; besides, 93.7% of the students self-identified as mestizo, 83.9% came from the province of Pichincha, and 92.4% belonged to general population. As a first approximation, a neural network model was trained with twelve variables containing students’ academic and socioeconomic information. Then, a dimensionality reduction process was performed from which a new neural network was modeled. This dimension reduced model was trained with the variables application score, vulnerability index, regime, gender, and population segment, which were the five variables that explained more than 80% of the first model. The classification accuracy of the dimension reduced model was 0.745, while precision and recall were 0.883 and 0.778, respectively. The area under ROC curve was 0.791. This model could be used as a guide to lead intervention policies so that the failure rate in the academic leveling course would decrease.
Iván Sandoval-Palis; David Naranjo; Raquel Gilar-Corbi; Teresa Pozo-Rico. Neural Network Model for Predicting Student Failure in the Academic Leveling Course of Escuela Politécnica Nacional. Frontiers in Psychology 2020, 11, 1 .
AMA StyleIván Sandoval-Palis, David Naranjo, Raquel Gilar-Corbi, Teresa Pozo-Rico. Neural Network Model for Predicting Student Failure in the Academic Leveling Course of Escuela Politécnica Nacional. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleIván Sandoval-Palis; David Naranjo; Raquel Gilar-Corbi; Teresa Pozo-Rico. 2020. "Neural Network Model for Predicting Student Failure in the Academic Leveling Course of Escuela Politécnica Nacional." Frontiers in Psychology 11, no. : 1.
Universities are committed to offering quality education; however, a high rate of academic failure is often observed in the first year of studies. Considering the impact that motivation and emotional aspects can have on students’ commitment to study and therefore on their academic performance, achievement, and well-being, this study aims to identify the factors associated with academic success or failure in 1071 students entering the National Polytechnic School (Quito, Ecuador). The data were compiled from the existing computer records of the university with the permission of the responsible administrative staff. A predictive model has been used and a binary logistic regression analysis was carried out through the step-forward regression procedure based on the Wald statistic to analyze the predictive capacity of the variables related to emotional intelligence, motivational and self- regulated socio-cognitive skills, goal orientation, and prior academic achievement (measured by university entrance marks and through a knowledge test carried out at the beginning of the university academic year). To determine the cut-off point for the best discriminatory power of each of the variables, a Receiver Operating Characteristics (ROC) curve analysis has been used. The results indicate that the variables that are significant in the prediction of academic success or failure are the two academic performance measures: the emotional attention variable, and the performance-approach goals and the motivational self-efficacy variable. Additionally, the highest predictive power is displayed by the prior academic performance measure obtained through the knowledge test conducted at the beginning of the university course.
Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan-Luis Castejón; Tarquino Sánchez; Ivan Sandoval-Palis; Jack Vidal. Academic Achievement and Failure in University Studies: Motivational and Emotional Factors. Sustainability 2020, 12, 9798 .
AMA StyleRaquel Gilar-Corbi, Teresa Pozo-Rico, Juan-Luis Castejón, Tarquino Sánchez, Ivan Sandoval-Palis, Jack Vidal. Academic Achievement and Failure in University Studies: Motivational and Emotional Factors. Sustainability. 2020; 12 (23):9798.
Chicago/Turabian StyleRaquel Gilar-Corbi; Teresa Pozo-Rico; Juan-Luis Castejón; Tarquino Sánchez; Ivan Sandoval-Palis; Jack Vidal. 2020. "Academic Achievement and Failure in University Studies: Motivational and Emotional Factors." Sustainability 12, no. 23: 9798.
Overcoming the impact of the coronavirus pandemic (COVID-19) on primary schools is an emerging need and priority in the current social welfare system. Accordingly, this study presents an empirical learning package to support teachers, who perform frontline work in schools, in coping with stress, preventing burnout, improving their information and communications technology (ICT) competency, and introducing the principles of emotional intelligence (EI) in the classroom. The participants included 141 primary school teachers (M = 38.4 years, SD = 6.84; 54.6% women). They were randomly assigned to an experimental or control group. The experimental group participated in the 14-week teacher training program, whereas the control group did not participate in the program or receive any other training during the intervention. Repeated-measures analysis of variance (time x group) was performed to identify the effects of the teacher training program. Teachers who participated in the training program evaluated it positively and showed significant differences compared to the control group in their abilities to cope with stress and avoid burnout, their ICT competency, and their introduction of EI in the classroom. Implications for supporting teachers are discussed.
Teresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo; Juan-Luis Castejón. Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health 2020, 17, 8633 .
AMA StyleTeresa Pozo-Rico, Raquel Gilar-Corbí, Andrea Izquierdo, Juan-Luis Castejón. Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study. International Journal of Environmental Research and Public Health. 2020; 17 (22):8633.
Chicago/Turabian StyleTeresa Pozo-Rico; Raquel Gilar-Corbí; Andrea Izquierdo; Juan-Luis Castejón. 2020. "Teacher Training Can Make a Difference: Tools to Overcome the Impact of COVID-19 on Primary Schools. An Experimental Study." International Journal of Environmental Research and Public Health 17, no. 22: 8633.
In recent years, important methodological attempts have been made to explore the comparability of examination standards, especially in the context of certifications and university entrance. The present study aimed to explore the use of a construct comparability approach through a comparative analysis of the academic scores on 15 subjects from Spanish University Entrance Examinations in the Valencian Community, with a sample of 22,996 students in the call of June 2018. We employed the Rasch partial credit model as an estimation method, counting each subject as the item of an instrument related to academic achievement. The results confirmed the unidimensionality assumption and the goodness of fit of the model in relation to all subjects, although no discrimination between high and low ability students was detected because of the lack of monotonicity of the score categories. We observed that the level of difficulty of the subjects was appropriate to the students’ ability levels. Important conclusions have been drawn for the improvement of the standard qualification process, and future research directions have been proposed.
Alejandro Veas; Leandro Navas; Teresa Pozo-Rico; Pablo Miñano. University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality. Frontiers in Psychology 2020, 11, 1 .
AMA StyleAlejandro Veas, Leandro Navas, Teresa Pozo-Rico, Pablo Miñano. University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality. Frontiers in Psychology. 2020; 11 ():1.
Chicago/Turabian StyleAlejandro Veas; Leandro Navas; Teresa Pozo-Rico; Pablo Miñano. 2020. "University Entrance Examinations in Spain: Using the Construct Comparability Approach to Analyze Standards Quality." Frontiers in Psychology 11, no. : 1.
Background: The primary aim of the current study was to develop a multi-methodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction. Methods: Seventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666). Results: Implementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group. Conclusion: Emotional intelligence as a key academic competency.
Teresa Pozo-Rico; Ivan Sandoval. Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency? Frontiers in Psychology 2020, 10, 1 .
AMA StyleTeresa Pozo-Rico, Ivan Sandoval. Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency? Frontiers in Psychology. 2020; 10 ():1.
Chicago/Turabian StyleTeresa Pozo-Rico; Ivan Sandoval. 2020. "Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?" Frontiers in Psychology 10, no. : 1.
This article presents the results of a training program in emotional intelligence. Emotional Intelligence (EI) involves two important competencies: (1) the ability to recognize feelings and emotions in oneself and others, and (2) the ability to use that information to resolve conflicts and problems to improve interactions with others. We provided a 30-hour Training Course on Emotional Intelligence (TCEI) for 54 senior managers of a private company. A pretest-posttest design with a control group was adopted. EI assessed using mixed and ability-based measures can be improved after training. The study's results revealed that EI can be improved within business environments. Results and implications of including EI training in professional development plans for private organizations are discussed.
Raquel Gilar-Corbi; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luis Castejón. Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLOS ONE 2019, 14, e0224254 .
AMA StyleRaquel Gilar-Corbi, Teresa Pozo-Rico, Bárbara Sánchez, Juan Luis Castejón. Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers. PLOS ONE. 2019; 14 (10):e0224254.
Chicago/Turabian StyleRaquel Gilar-Corbi; Teresa Pozo-Rico; Bárbara Sánchez; Juan Luis Castejón. 2019. "Can emotional intelligence be improved? A randomized experimental study of a business-oriented EI training program for senior managers." PLOS ONE 14, no. 10: e0224254.
Emotional intelligence (EI) has often been linked to improvements in professional performance. Indeed, generic competencies related to EI have been included in university curricula. However, learning EI involves significant time and effort on the part of students, and this may hinder the acquisition of specific content for each degree. In this study, an intervention to develop EI in higher education students is described and evaluated. The intervention consisted of eight group sessions performed in a regular course aiming to increase EI. The sessions included strategies and training on perceiving and understanding one’s own emotions and others’ emotions, identifying and understanding the impact one’s own feelings in adopting decisions, expressing one’s own emotions and the stress experienced, and managing both one’s own emotions and emotions of others. Participants were 192 students studying for a Master of Primary Education degree. A quasi-experimental nonequivalent control group pretest-posttest design was adopted. The effectiveness of the intervention was evaluated using multi-level analyses. The results showed a significant improvement in the EI of students in the experimental group compared with the control group. This research demonstrates that it is possible to develop EI in higher education students, without hindering the acquisition of specific content competencies and, therefore, without interfering with their academic performance and without overburdening students with work outside the classroom. The experiment has been registered in the Initial Deposit of the Spanish Center for Sociological Research (CIS). 7/6/2015. http://www.cis.es/cis/opencms/ES/index.html .
Raquel Gilar-Corbi; Teresa Pozo-Rico; Maria Luisa Pertegal-Felices; Barbara Sanchez. Emotional intelligence training intervention among trainee teachers: a quasi-experimental study. Psicologia: Reflexão e Crítica 2018, 31, 1 -13.
AMA StyleRaquel Gilar-Corbi, Teresa Pozo-Rico, Maria Luisa Pertegal-Felices, Barbara Sanchez. Emotional intelligence training intervention among trainee teachers: a quasi-experimental study. Psicologia: Reflexão e Crítica. 2018; 31 (1):1-13.
Chicago/Turabian StyleRaquel Gilar-Corbi; Teresa Pozo-Rico; Maria Luisa Pertegal-Felices; Barbara Sanchez. 2018. "Emotional intelligence training intervention among trainee teachers: a quasi-experimental study." Psicologia: Reflexão e Crítica 31, no. 1: 1-13.
Introducción: Este trabajo presenta los resultados obtenidos en el contexto de un proyecto, el Programa de Capacitación Avanzada en Competencia Emocional (ATPEC), para la mejora de las habilidades emocionales en estudiantes de Educación Superior. Desde la introducción del proceso de Bolonia, el objetivo de una educación completa no es sólo enseñar habilidades técnicas, sino también otras competencias, como el trabajo en equipo, habilidades de comunicación eficaces, gestión de proyectos y tiempo y la capacidad de coordinar nuestras emociones en pos de eso fin. La Inteligencia Emocional (IE) ha sido vinculada con frecuencia a mejoras en el desempeño profesional. De hecho, las competencias genéricas relacionadas con la IE han sido incluidas en los currículos universitarios. Metodología: En el presente trabajo se diseñó e implementó un Curso de Capacitación Avanzada de 30 horas sobre Inteligencia Emocional. La muestra estuvo formada por 651 estudiantes de Educación Superior, de 3 países, España (n=193), Moldavia (n=302) y Argentina (n=156). Resultados: Los resultados muestran una mejora significativa en todas las habilidades emocionales evaluadas, demostrando así la eficacia del programa de intervención propuesto independientemente de la cultura/país en el que se desarrolle y de la carrera que cursen los estudiantes. Conclusiones: De esta manera, la posibilidad de trabajar en grupos para resolver casos aplicados, la capacidad de aprender de forma autónoma o el uso de la plataforma e-learning, convierten este programa en algo novedoso y eficaz para la mejora de la competencia emocional. Se discuten las implicaciones de estos resultados para la incorporación de programas de mejora de la IE en la Educación Superior.
Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan Luis Castejón. Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países. Educación XX1 2018, 22, 1 .
AMA StyleRaquel Gilar-Corbi, Teresa Pozo-Rico, Juan Luis Castejón. Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países. Educación XX1. 2018; 22 (1):1.
Chicago/Turabian StyleRaquel Gilar-Corbi; Teresa Pozo-Rico; Juan Luis Castejón. 2018. "Desarrollando la Inteligencia Emocional en Educación Superior: evaluación de la efectividad de un programa en tres países." Educación XX1 22, no. 1: 1.
Since the introduction of the Bologna Process, the goal of education has been not only to acquire technical skills but also to master other skills, such as teamwork, effective communication skills, time optimization, and the ability to manage one's emotions. The present work describes a program to develop emotional intelligence in higher education, the “Emotional Intelligence Training Program,” with a multimethodological approach that offers the opportunity for university students to develop their emotional intelligence. A total of 192 higher education students participated in this educational experience. Of the participants, 66% were women, and 34% were men; the average age of the sample was 18.83 years with a standard deviation of 2.73. The results indicate that our program can help improve emotional intelligence through three proposed methodologies: online, in the classroom, and coaching. It has been demonstrated that the program is effective in the three methodological modalities presented, offering a range of possibilities to future users because it is possible to select the most appropriate modality based on the resources and possibilities available in each situation. Finally, Future research should focus on the application of this program to assess the acquisition of emotional competences at the postgraduate level.
Raquel Gilar-Corbí; Teresa Pozo-Rico; Barbara Sánchez; Juan Luis Castejón. Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach. Frontiers in Psychology 2018, 9, 1 .
AMA StyleRaquel Gilar-Corbí, Teresa Pozo-Rico, Barbara Sánchez, Juan Luis Castejón. Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach. Frontiers in Psychology. 2018; 9 ():1.
Chicago/Turabian StyleRaquel Gilar-Corbí; Teresa Pozo-Rico; Barbara Sánchez; Juan Luis Castejón. 2018. "Can Emotional Competence Be Taught in Higher Education? A Randomized Experimental Study of an Emotional Intelligence Training Program Using a Multimethodological Approach." Frontiers in Psychology 9, no. : 1.