Dr. Raquel Gilar-Corbi
University of Alicante
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Academic Career Length
21Years (2006-Present)
(Calculated once Scilit publication data is synced: current year − year of first publication + 1)
Representative Publications
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Journal Article
Teresa Pozo-RicoRaquel Gilar-Corbi
Andrea Izquierdo
Juan Luis Castejón CostaOvercoming 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.
23 October 2019 in PLOS ONE
Journal Article
Raquel Gilar-CorbiTeresa Pozo-RicoBSBárbara Sánchez
Bárbara Sánchez
Juan Luis Castejón CostaPurpose: This article presents the results of a training program in emotional intelligence. Design/methodology/approach: 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. Findings: EI assessed using mixed and ability-based measures can be improved after training. Originality/value: 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.
27 June 2018 in Frontiers in Psychology
Journal Article
Raquel Gilar-CorbiTeresa Pozo-RicoBSBarbara Sánchez
Barbara Sánchez
Juan Luis Castejón CostaSince 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.
10 September 2018 in British Journal of Educational Psychology
Journal Article
AVAlejandro Veas
Alejandro VeasJuan Luis Castejón CostaPMPablo Miñano
Pablo MiñanoRaquel Gilar-CorbiJournal Article
Iván Sandoval-PalisDNDavid Narano
David Narano
Jack VidalRaquel Gilar-CorbiThe school-dropout problem is a serious issue that affects both a country’s education system and its economy, given the substantial investment in education made by national governments. One strategy for counteracting the problem at an early stage is to identify students at risk of dropping out. The present study introduces a model to predict student dropout rates in the Escuela Politécnica Nacional leveling course. Data related to 2097 higher education students were analyzed; a logistic regression model and an artificial neural network model were trained using four variables, which incorporated student academic and socio-economic information. After comparing the two models, the neural network, with an experimentally defined architecture of 4–7–1 architecture and a logistic activation function, was selected as the model that should be applied to early predict dropout in the leveling course. The study findings show that students with the highest risk of dropping out are those in vulnerable situations, with low application grades, from the Costa regime, who are enrolled in the leveling course for technical degrees. This model can be used by the university authorities to identify possible dropout cases, as well as to establish policies to reduce university dropout and failure rates.
10 September 2024 in Frontiers in Psychology
Journal Article
Raquel Gilar-CorbiNPNatalia Perez-Soto
Natalia Perez-SotoAIAndrea Izquierdo
Andrea Izquierdo
JCJuan-Luis Castejón
Juan-Luis Castejón
TPTeresa Pozo-Rico
Teresa Pozo-Rico
Introduction: The relationship among emotional intelligence, stress, and self-efficacy is a crucial factor in shaping psychological well-being. It has a significant impact on important areas such as health, academic and professional performance, and overall quality of life.Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples.Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.
About Me
Raquel Gilar Corbi is a Full Professor in the area of Developmental Psychology and Didactics at the University of Alicante. Her research interests cover various aspects of Educational Psychology, including instructional design, expert competence analysis, initial and continuous teacher training, program evaluation, socio-emotional competencies and their relationship with employability, transversal competencies in university graduates, as well as factors affecting academic performance at all educational levels. She directs the consolidated research group SOCEDU and has been the Principal Investigator in two National R&D Plan projects and in two international projects, one funded by the Secretariat of Higher Education, Science, Technology, and Innovation (SENESCYT) and the United Nations Development Programme (UNDP), and the other supported by the European Erasmus+ KA2 Project. The findings from these projects and research areas have been published in over 60 national and international journal articles. She has supervised 20 doctoral theses, all of which received cum laude distinction. She has served as an external evaluator for the Social Sciences and Humanities Research Council (SSHRC). She has been invited to speak at several European universities, including Università degli Studi di Napoli Federico II, Università degli Studi Roma Tre, as well as at institutions in Ecuador, such as the Central University of Ecuador and the National Polytechnic School of Ecuador.