This article presents the results of an exploratory study on the relationships between the emotional competencies and attitudes towards creativity in a sample of primary school students. This study is part of a wider project on the implementation of the curricular area “Emotional Education and Creativity,” a far-reaching innovation in the educational system of the Canary Islands, Spain. A validated questionnaire for the evaluation of emotional and creative variables from the teachers’ perspectives was used. The questionnaire was given to 230 primary school teachers, who used it to assess the emotional and creative competencies of 2540 schoolchildren. A bivariate correlation was carried out to establish the relationship between these competencies, and a multiple regression analysis was used to understand the influence of emotional skills on creativity. The results obtained confirmed the close relationship between the emotional dimension and the creative construct. Specifically, it was observed that emotional awareness was the competence with the closest relationship, together with the responsibility for one’s own emotions, and the one that had the greatest weight in explaining creative competences. This result emphasizes that emotional and creative competencies complement each other and highlights the importance of working on these competencies together. We are committed to continuing with this line of research that supports an emotional conception of creativity.

Is there an approach that goes beyond the debate between models that argue that emotional intelligence is a skill and those that maintain this construct is a personality trait? This study aims to validate a theoretical model of competent ‘emocreativity’ and to study the psychometric properties of the instrument that measures the emotional competencies included in this model. The participants were 177 teaching professionals and 370 students enrolled in university teacher training programs, who completed two instruments: the Self-Assessment Questionnaire of Emotional Competencies (CACE) and the TMMS24 using a Google form. The results indicate that the CACE has robust psychometric properties, given that the exploratory factor analysis (EFA) is confirmed by the confirmatory factor analysis, and the model’s components show internal consistency. In addition, its convergent validity has been compared with another Emotional Intelligence questionnaire (TMMS24). The conclusion is that the CACE responds to the factorial structure of the initial theoretical model, organized into four factors: emotional awareness, emotional change, emotional bonding, and emotional creativity, thus offering empirical validation of an instrument that can complement traditional approaches to the study of emotional intelligence.

El Compromiso Emocional Docente es un constructo psicoeducativo, de reciente validación, que caracteriza la relación profesor-alumno en tres etapas educativas: infantil, primaria y secundaria. Se define empíricamente como un vínculo emocional que establece el/la docente con su alumnado, a partir de una serie de manifestaciones conductuales y verbales que implican afecto y preocupación hacia éste, distribuidas en cuatro dimensiones. Este constructo es conceptualizado como un “saber hacer” emocional del profesorado, a la hora de ejercer su función docente, por lo que estaría relacionado con el enfoque competencial de la inteligencia emocional. El objetivo de este estudio ha sido observar cuáles son las variables psicoeducativas que predicen las puntuaciones en Compromiso Emocional Docente y si existen diferencias en las dimensiones del constructo en función de ellas. Participaron 671 docentes de las tres etapas educativas. Los resultados revelaron que las variables que más explican la variabilidad de las puntuaciones en las dimensiones del constructo son el sexo, la formación en educación emocional y la etapa educativa. Estos hallazgos ofrecen una primera aproximación de la relación del constructo con las variables socioacadémicas incluidas en este estudio, lo que posibilita progresar en su comprensión, así como guiar la formación inicial y permanente del profesorado.

The aim of this work was to validate an empirical model that integrates the different motivational categories that explain the decision to become a teacher. This work provides empirical evidence of the psychometric quality of the instrument used, CUMODE. On the basis of this instrument, a structural model is validated that integrates the different types of motivations associated with teaching. The participants in the study were 228 active teachers and 389 trainee teachers. An exploratory factor analysis (EFA) was applied to the data in order to extract their structure. Cronbach’s test was used to analyze the internal consistency of each item. The results showed an adequate KMO index of 0.907. The third refined model consisted of 14 items and obtained adequate fit indexes: χ² (df = 129) = 2.74, CFI = 0.94, GFI = 0.88, RMSEA = 0.09 (90% CI = 0.07–11), and SRMR = 0.07. Finally, a confirmatory factor analysis was applied with a sample of trainee teachers to validate the model. The model is equally valid for the sample of trainee teachers.

Educational and healthcare professionals need to develop emotional communication with schoolchildren and patients, respectively. This study aims to analyse the psychometric properties of an instrument that evaluates emotional communication among these professionals. A total of 406 professionals and students of education and health sciences took part in the study. They were administered a questionnaire using a Google Form that collected different elements of emotional communication. An exploratory factor analysis was carried out from which three factors were extracted: Communicative Proactivity, Openness and Authenticity, and Listening. These were supported by confirmatory factor analysis. The internal consistency of the scale is also adequate, ranging from 0.69 to 0.82. This instrument is valid, and, in a self-reported, straightforward and time-efficient manner, can assess the emotional communication of professionals and students of education and health sciences.

This paper is a reflection on the relationships between morality, in particular values, and the realm of emotions. We propose the neologism “Emorality” as a theoretical construct that would conceptually integrate the set of interrelations, as a network of axiological-emotional connections. To this end, initially, we provide, from a psychological perspective, a conceptual delimitation of what we understand by values; together with a selection of theoretical references that have studied the connections between the axiological dimension and the affectivity that define us as humans. From this point of reference, a series of relational vertexes are analysed between the moral and the emotional, with which to theoretically base the hypothesis that values have a value content due to their affective substrate. Consequently, emocreativity is presented as a bridging construct between the axiological and the emotional dimension. By way of conclusion, this translates into the proposal of “affective care” as an example of an emocreative value as well as a concretisation of emorality in the educational sphere. En el presente trabajo se realiza una reflexión sobre las relaciones entre la moral, en particular los valores y el ámbito de las emociones. Proponemos el neologismo “Emoralidad” como un constructo teórico que integraría conceptualmente el conjunto de interrelaciones, a modo de red de conexiones axiológicasemocionales. Para ello, inicialmente, se aporta, desde una perspectiva psicológica, una delimitación conceptual de lo que entendemos por valores, junto con una selección de referentes teóricos que han estudiado las conexiones entre la dimensión axiológica y la afectividad que nos definen como humanos. Desde este punto de referencia, se analiza una serie de vértices relacionales entre lo moral y lo emocional, para fundamentar teóricamente la hipótesis relativa a que los valores tienen contenido valorativo por su sustrato afectivo. Como consecuencia de ello se presenta la emocreatividad como un constructo puente entre lo axiológico y la dimensión emocional. Esto se traduce, a modo de conclusión, en la propuesta del “cuidarnos afectivo” como un ejemplo de valor emocreativo a la vez que una concreción de la emoralidad en el ámbito educativo.