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Dr. Raquel Gilar-Corbi
University of Alicante

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Journal article
Published: 09 July 2021 in Sustainability
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In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

ACS Style

Tarquino Sánchez-Almeida; David Naranjo; Raquel Gilar-Corbi; Jessica Reina. Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups. Sustainability 2021, 13, 7673 .

AMA Style

Tarquino Sánchez-Almeida, David Naranjo, Raquel Gilar-Corbi, Jessica Reina. Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups. Sustainability. 2021; 13 (14):7673.

Chicago/Turabian Style

Tarquino Sánchez-Almeida; David Naranjo; Raquel Gilar-Corbi; Jessica Reina. 2021. "Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups." Sustainability 13, no. 14: 7673.

Psychology
Published: 18 June 2021 in Frontiers in Psychology
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Teaching socio-emotional skills among primary school students is the key to creating a climate of cooperation in classrooms and reducing disruptive or aggressive behaviors among students. The primary goal of this research is to present an educational proposal for imparting socio-emotional competencies among primary school students. We attempt to impart socio-emotional competencies based on: (1) fostering self-knowledge, self-esteem, and respect for others among students; (2) developing behaviors that allow them to perceive and express feelings and self-regulating emotions; and (3) developing assertive communication skills aimed at improving conflict resolution. This program has been designed in such a way that it is implemented throughout the academic year by organizing bi-monthly sessions of 45 min each, held until the completion of 15 sessions. The sample consists of 100 students in the third grade, with the control and experimental groups having an equal number of students (50 each). The instruments used for this research are: (a) BarOn Emotional Quotient Inventory (Youth Version [BarOn EQ-i:YV]): used for measuring emotional and social functioning; (b) the Matson Evaluation of Social Skills with Youngsters (MESSY): used for assessing social skills; and (c) Questionnaire for the Assessment of School Violence in Preschool and Primary School Questionnaire. To check the effectiveness of the educational intervention, a quasi-experimental design, along with pretest-posttest control group design, is used in accordance with the general linear model. Its effectiveness is also checked using repeated measures analysis of variance. The results show that the program is useful in preventing violent behaviors in the educational field and promoting the development of socio-emotional skills among third grade students. Finally, the applicability of the program to other educational contexts is discussed to enhance students' personal development and decrease the levels of violence found in primary school.

ACS Style

María B. Santamaría-Villar; Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan L. Castejón. Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools. Frontiers in Psychology 2021, 12, 659348 .

AMA Style

María B. Santamaría-Villar, Raquel Gilar-Corbi, Teresa Pozo-Rico, Juan L. Castejón. Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools. Frontiers in Psychology. 2021; 12 ():659348.

Chicago/Turabian Style

María B. Santamaría-Villar; Raquel Gilar-Corbi; Teresa Pozo-Rico; Juan L. Castejón. 2021. "Teaching Socio-Emotional Competencies Among Primary School Students: Improving Conflict Resolution and Promoting Democratic Co-existence in Schools." Frontiers in Psychology 12, no. : 659348.

Journal article
Published: 20 May 2021 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (10):5498.

Chicago/Turabian Style

Sara 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.

Journal article
Published: 09 February 2021 in International Journal of Environmental Research and Public Health
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The purpose of this work is to verify the factorial structure and analyze the reliability of the Emotional Quotient Inventory (EQ-i): Youth Version (YV) (S) by evaluating emotional intelligence in a more extensive sample of Spanish adolescents than has been used to date, since this inventory has been employed in various studies but with a very limited number of participants. For this study, 5292 adolescents from all over Spain participated—male (51.2%) and female (48.8%) secondary education students between 11 and 19 years old, with an average age of 14.33. Data analysis included a Confirmatory Factor Analysis (CFA), reliability analysis, and model invariance as a function of gender. The CFA confirms that the data empirically support the theoretical model and that the goodness-of-fit indexes are adequate. The reliability analysis of the inventory presents a Cronbach’s alpha coefficient for the total scale of 0.76, and reliability indexes for each of the factors range between 0.63 and 0.80. The findings show that the model indicates invariance related to gender.

ACS Style

Raquel Gilar-Corbi; María-Virtudes Valdés; Leandro Navas; Francisco Holgado-Tello; Juan-Luis Castejón. Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. International Journal of Environmental Research and Public Health 2021, 18, 1643 .

AMA Style

Raquel Gilar-Corbi, María-Virtudes Valdés, Leandro Navas, Francisco Holgado-Tello, Juan-Luis Castejón. Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. International Journal of Environmental Research and Public Health. 2021; 18 (4):1643.

Chicago/Turabian Style

Raquel Gilar-Corbi; María-Virtudes Valdés; Leandro Navas; Francisco Holgado-Tello; Juan-Luis Castejón. 2021. "Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis." International Journal of Environmental Research and Public Health 18, no. 4: 1643.

Brief research report article
Published: 09 December 2020 in Frontiers in Psychology
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Iván 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.

Journal article
Published: 24 November 2020 in Sustainability
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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.

ACS Style

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 Style

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 (23):9798.

Chicago/Turabian Style

Raquel 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.

Journal article
Published: 20 November 2020 in International Journal of Environmental Research and Public Health
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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.

ACS Style

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 Style

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 (22):8633.

Chicago/Turabian Style

Teresa 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.

Journal article
Published: 10 November 2020 in Sustainability
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The 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.

ACS Style

Iván Sandoval-Palis; David Naranjo; Jack Vidal; Raquel Gilar-Corbi. Early Dropout Prediction Model: A Case Study of University Leveling Course Students. Sustainability 2020, 12, 9314 .

AMA Style

Iván Sandoval-Palis, David Naranjo, Jack Vidal, Raquel Gilar-Corbi. Early Dropout Prediction Model: A Case Study of University Leveling Course Students. Sustainability. 2020; 12 (22):9314.

Chicago/Turabian Style

Iván Sandoval-Palis; David Naranjo; Jack Vidal; Raquel Gilar-Corbi. 2020. "Early Dropout Prediction Model: A Case Study of University Leveling Course Students." Sustainability 12, no. 22: 9314.

Brief research report article
Published: 28 May 2020 in Frontiers in Psychology
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Background: In recent decades, the amount of research on social and emotional learning programs in schools has increased significantly, showing a great number of positive student outcomes, including greater ability to perceive, understand and manage emotions, better attitudes about self and others, less aggressive and/or disruptive behavior, higher levels of psychological well-being and improvement in academic performance among others. The purpose of this research was the design and implementation of the OKAPI emotional education program. A multidimensional program based on cooperative learning methodology. Methods: 86 students of Primary Education, from 3rd to 5th grade (45 students in the experimental unit and 41 in the control group). Results: The implementation of the OKAPI has a positive impact on academic achievement. Conclusion: This program shows the convenience of incorporating programs that can be integrated into school life and can be applied by the teaching staff using both social emotional learning and school climate approaches.

ACS Style

María-José Mira-Galvañ; Raquel Gilar-Corbi. Design, Implementation and Evaluation of an Emotional Education Program: Effects on Academic Performance. Frontiers in Psychology 2020, 11, 1 .

AMA Style

María-José Mira-Galvañ, Raquel Gilar-Corbi. Design, Implementation and Evaluation of an Emotional Education Program: Effects on Academic Performance. Frontiers in Psychology. 2020; 11 ():1.

Chicago/Turabian Style

María-José Mira-Galvañ; Raquel Gilar-Corbi. 2020. "Design, Implementation and Evaluation of an Emotional Education Program: Effects on Academic Performance." Frontiers in Psychology 11, no. : 1.

Journal article
Published: 06 April 2020 in IEEE Access
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Nowadays, digital culture affects all levels of society. However, differences exist between individuals, commonly named as the “digital divide,” which impedes the equal access to the benefits of new technologies. The Usability and Accessibility (UA) module is a core, first-semester module during the first year of the Multimedia Engineering degree at the University of Alicante. The UA module’s main objective is to provide students with the necessary concepts and tools to design and develop products with usability and accessibility features, thus achieving end products that are more usable and accessible, regardless of the end users’ status, ability or situation. This paper presents a new learning methodology aimed at making students become everyday users of their own digital products. Daily use of these products improves the UA learning process, since students can appreciate their accessibility and usability in everyday life conditions for a better understanding of how their own design decisions affect potential users. A non-equivalent control group design with pre- and post-test control groups was used to test the research hypothesis. The results of this study showed a significant improvement in their academic performance compared to the control group.

ACS Style

Maria Luisa Pertegal-Felices; Diego Marcos-Jorquera; Antonio Jimeno-Morenilla; Raquel Gilar-Corbi; Higinio Mora. Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience. IEEE Access 2020, 8, 65812 -65820.

AMA Style

Maria Luisa Pertegal-Felices, Diego Marcos-Jorquera, Antonio Jimeno-Morenilla, Raquel Gilar-Corbi, Higinio Mora. Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience. IEEE Access. 2020; 8 (99):65812-65820.

Chicago/Turabian Style

Maria Luisa Pertegal-Felices; Diego Marcos-Jorquera; Antonio Jimeno-Morenilla; Raquel Gilar-Corbi; Higinio Mora. 2020. "Training Future ICT Engineers in the Field of Accessibility and Usability: A Methodological Experience." IEEE Access 8, no. 99: 65812-65820.

Original research article
Published: 06 March 2020 in Frontiers in Psychology
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This paper addresses the relationship between student evaluation of teaching (SET) and academic achievement in higher education. Meta-analytic studies on teaching effectiveness show a wide range of results, ranging from small to medium correlations between SET and student achievement, based on diverse methodological approaches, sample size studies, and contexts. This work aimed to relate SET, prior academic achievement, and academic achievement in a large sample of higher education students and teachers, using different methodological procedures, which consider as distinct units of analysis the group class and the individuals, the variability between students within classes, and the variability between group-class means, simultaneously. The data analysis included the calculation of group-class means and its relationship with the group-class mean academic achievement, through correlation and hierarchical regression techniques; additionally, a multilevel path analysis was applied to the relationship between prior academic achievement, SET, and their academic achievement, considering the variability among group classes. A multisection analysis was also carried out in those course disciplines in which there was more than one class group (section). The results of individual and group-class analysis revealed that SET was moderately low but related to academic achievement in a significant way once the effect of previous academic achievement was controlled. In addition, multilevel path analysis revealed the effect of SET on achievement, both within and between group-class levels. The results of the analysis carried out in the course disciplines with different sections, according to a multisection design, yielded similar results to the individual and aggregated data analyses. Taken together, the results revealed that SET was low related to academic achievement, once the effect of previous academic achievement was controlled. From these results, it follows that the use of SET as a measure of teachers’ effectiveness for making administrative decisions remains controversial.

ACS Style

Tarquino Sánchez; Raquel Gilar-Corbi; Juan Luis Castejón; Jack Vidal; Jaime León. Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador. Frontiers in Psychology 2020, 11, 233 .

AMA Style

Tarquino Sánchez, Raquel Gilar-Corbi, Juan Luis Castejón, Jack Vidal, Jaime León. Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador. Frontiers in Psychology. 2020; 11 ():233.

Chicago/Turabian Style

Tarquino Sánchez; Raquel Gilar-Corbi; Juan Luis Castejón; Jack Vidal; Jaime León. 2020. "Students’ Evaluation of Teaching and Their Academic Achievement in a Higher Education Institution of Ecuador." Frontiers in Psychology 11, no. : 233.

Journal article
Published: 01 January 2020 in Ingeniería e Investigación
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This work validates a teaching evaluation instrument applied to professors in engineering, sciences and higher technological level programs of the Escuela Politécnica Nacional, using the method of Factor Analysis with extraction of principal components. The database used for the research was previously examined and refined due to inconsistency, eg. outliers, out of range values, etc. The result of the method described above was a reduced survey of 15 items, which was obtained from an original study of 33 items. This new questionnaire clearly identifies the four main dimensions or aspects required: teaching development and planning, teacher-student relationship, evaluation, and a global assessment question. The reduction of the evaluation scale will allow to improve the process of integral teaching performance evaluation of the faculty at Escuela Politécnica Nacional, and this method could serve as a benchmark for the teaching evaluation process of other universities that belong to the higher education system of Ecuador.

ACS Style

Tarquino Fabián Sánchez-Almeida; Iván Patricio Sandoval-Palis; Raquel Gilar-Corbi; Juan Luis Castejón-Costa; Diego Israel Salazar-Orellana. Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components. Ingeniería e Investigación 2020, 40, 70 -77.

AMA Style

Tarquino Fabián Sánchez-Almeida, Iván Patricio Sandoval-Palis, Raquel Gilar-Corbi, Juan Luis Castejón-Costa, Diego Israel Salazar-Orellana. Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components. Ingeniería e Investigación. 2020; 40 (1):70-77.

Chicago/Turabian Style

Tarquino Fabián Sánchez-Almeida; Iván Patricio Sandoval-Palis; Raquel Gilar-Corbi; Juan Luis Castejón-Costa; Diego Israel Salazar-Orellana. 2020. "Teaching Evaluation Questionnaire Validation at Escuela Politécnica Nacional, Applying the Method of Factor Analysis with Extraction of Principal Components." Ingeniería e Investigación 40, no. 1: 70-77.

Research article
Published: 23 October 2019 in PLOS ONE
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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.

ACS Style

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 Style

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 (10):e0224254.

Chicago/Turabian Style

Raquel 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.

Journal article
Published: 04 June 2019 in Contemporary Educational Psychology
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This work aimed to test the invariance of a causal structural model of the determinants of academic achievement in underachieving and non-underachieving students. A theoretical model of the relationships between personal, social, and familial variables and academic performance was derived empirically using data from a large sample obtained in a previous study, prior to testing for invariance across the two student groups. Underachieving students were identified using the Rasch model procedure. The sample comprised 259 underachieving and 258 non-underachieving students. The latter were selected randomly from a large non-underachieving sample of Spanish secondary education students. For model comparisons between groups, multiple-group causal structural analyses were performed, following a sequence of nested models with increasing constraints. The results showed a good fit of the model in both groups, although about half of the parameters were not invariant across groups. Underachieving students were characterized by their lack of learning strategies, an academic self-concept that exerted less influence on achievement, and a positive effect of the parent-school relationship on academic performance/achievement. Non-underachieving students were characterized by their use of metacognitive strategies, which led to higher academic achievement, a greater effect of self-concept on their achievement, the perception of parental support leading to higher performance, and the positive effects of peer acceptance on academic achievement.

ACS Style

Raquel Gilar-Corbi; Pablo Miñano; Alejandro Veas; Juan-Luis Castejón. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology 2019, 59, 101780 .

AMA Style

Raquel Gilar-Corbi, Pablo Miñano, Alejandro Veas, Juan-Luis Castejón. Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students. Contemporary Educational Psychology. 2019; 59 ():101780.

Chicago/Turabian Style

Raquel Gilar-Corbi; Pablo Miñano; Alejandro Veas; Juan-Luis Castejón. 2019. "Testing for invariance in a structural model of academic achievement across underachieving and non-underachieving students." Contemporary Educational Psychology 59, no. : 101780.

Journal article
Published: 24 January 2019 in Early Child Development and Care
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ACS Style

Sonia López Díaz-Villabella; Raquel Gilar-Corbí. Design, implementation, and evaluation of an emotional education programme in Primary Education. Early Child Development and Care 2019, 190, 2241 -2252.

AMA Style

Sonia López Díaz-Villabella, Raquel Gilar-Corbí. Design, implementation, and evaluation of an emotional education programme in Primary Education. Early Child Development and Care. 2019; 190 (14):2241-2252.

Chicago/Turabian Style

Sonia López Díaz-Villabella; Raquel Gilar-Corbí. 2019. "Design, implementation, and evaluation of an emotional education programme in Primary Education." Early Child Development and Care 190, no. 14: 2241-2252.

Journal article
Published: 29 December 2018 in Psicologia: Reflexão e Crítica
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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 .

ACS Style

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 Style

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):1-13.

Chicago/Turabian Style

Raquel 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.

Journal article
Published: 13 November 2018 in Educación XX1
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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.

ACS Style

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 Style

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):1.

Chicago/Turabian Style

Raquel 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.

Original article
Published: 11 July 2018 in British Journal of Educational Psychology
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Background Different studies reveal an association between parent involvement, metacognition, and academic achievement; however, the majority analyse the developmental process of acquisition in experimental or quasi‐experimental designs with students enrolled in child education. Adolescence is an important stage in personal and academic development. Given the complexity of learning, and according to the metacognitive and affective model of self‐regulated learning (Efklides, 2011, Educational Psychologist, 46, 6), different types of metacognitive processes are relevant for the optimal development of individuals in academic contexts. At the same time, individuals need stimuli from the environment, based on observation of their own and other's behaviour, as well as through communication and interaction with others. Aim The present study examined the relations among parent involvement, metacognitive strategies, and academic achievement to investigate the mediational role of metacognition in the relation between parent involvement and academic achievement. Sample The participants were 1,398 high school students from Spain (47% female, M = 12. 5 years). Method Multiple multilevel mediation analyses with Monte Carlo confidence intervals were used for measuring within‐subjects effects at the student level and between‐subjects effects at the class level. Parent involvement (perception of support, organization, and interest in the educational process; expectations; school relationship; time of support with homework) and metacognition were measured by questionnaires, whereas academic achievement was assessed using the end‐of‐term grades obtained by students for nine subjects. Results First, there was a significant direct effect of most parent involvement constructs on the mediational and dependent variables at both the within and between levels. Expectations had the highest predictive power on academic achievement. On the other hand, metacognitive strategies were an important mediator for all parent involvement constructs at both levels of analysis. Conclusions These results highlight the importance of metacognition during early adolescence and suggest that parent involvement is crucial for the future development of educational models.

ACS Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology 2018, 89, 393 -411.

AMA Style

Alejandro Veas, Juan-Luis Castejón, Pablo Miñano, Raquel Gilar-Corbí. Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis. British Journal of Educational Psychology. 2018; 89 (2):393-411.

Chicago/Turabian Style

Alejandro Veas; Juan-Luis Castejón; Pablo Miñano; Raquel Gilar-Corbí. 2018. "Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis." British Journal of Educational Psychology 89, no. 2: 393-411.

Original research article
Published: 27 June 2018 in Frontiers in Psychology
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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.

ACS Style

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 Style

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.

Chicago/Turabian Style

Raquel 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.

Comparative study
Published: 01 November 2017 in Psicothema
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There are few studies in Spain which analyze the influence of individual, motivational and contextual variables, which might be different between underachieving, normally achieving and overachieving students.A total of 1,398 Spanish high school students participated. Mixed-effects models were used to analyze data.The results showed some evidence of: (a) Partial mediational effect of self-concept on the association between cognitive ability and academic achievement. (b) Higher levels of learning goals in the overachieving group than in the underachieving group, but no differences in achievement and reinforcement goals between groups. (c) Positive effect of learning strategies on attainment, both in the underachieving and the non-underachieving students. (d) Little effect of context variables on academic achievement, both in the underachieving and non-underachieving students.underachieving students seem to employ all the learning strategies considered to a lesser extent than normally and overachieving students. They also have a lower level of learning goals. On the contrary, overachieving students score more highly than under and normally achieving students in almost all of the above factors.

ACS Style

Alejandro Veas; José A. López-López; Raquel Gilar. Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving students: A mixed-effects analysis. Psicothema 2017, 29, 533 -538.

AMA Style

Alejandro Veas, José A. López-López, Raquel Gilar. Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving students: A mixed-effects analysis. Psicothema. 2017; 29 (29.4):533-538.

Chicago/Turabian Style

Alejandro Veas; José A. López-López; Raquel Gilar. 2017. "Differences in cognitive, motivational and contextual variables between under-achieving, normally-achieving, and over-achieving students: A mixed-effects analysis." Psicothema 29, no. 29.4: 533-538.