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.

Emotional and creative competences are key for life and are acquired in contact with socialization agents. Emotional competences assessment is better done from a multidimensional 360 degree evaluation model. This study analyses the psychometric qualities of an instrument based on this model to assess students’ emotional and creative competences by their teachers. In this study 230 Primary school teachers valued 2,540 public school’s children in the Canary Islands. Factor validity was checked and factor structure was replicated in the main sample and the two sub-samples analysed. A high internal consistency was observed in this instrument. The study substantiates this as a rigorous instrument for teachers to asses their students’ emotional and creative competences in an easy, reliable, and valid way, and which is further adapted to the school reality. La competencia emocional y creativa es fundamental para la vida y se adquiere en contacto con agentes de socialización. Nuestra propuesta es que debe apresarse mediante el modelo de evaluación de 360 grados. Este trabajo se aborda desde este modelo y analiza las propiedades psicométricas de un instrumento dirigido a docentes para valorar las competencias emocionales y creativas del alumnado. Participaron 230 enseñantes de Educación Primaria, que valoraron a 2,540 escolares de centros públicos de Canarias. Se ha comprobado su validez factorial, replicándose la estructura del instrumento en la muestra y en las submuestras analizadas, manifestando a su vez una alta consistencia interna. Se ofrece un instrumento que apresa de forma sencilla, fiable y válida la observación de las competencias emocionales y creativas de los escolares desde el punto de vista de sus docentes, adaptado a la realidad escolar.

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.

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.

The identification of students with high abilities is of vital importance to give the precise educational response for these students. However, a prior step is the nomination of these students, which can be done by parents, teachers or other relevant people in their environment. However, one of the most frequent nominations is that made by parents. In the present investigation, carried out with qualitative methodology, the answers given by the parents of 10 highly qualified students about the nomination of their children are shown, who made it and which indicators were those that indicated the existence of high intellectual capacities. The results show that practically in all cases the nomination was made in the family, and then the diagnosis was corroborated either by a psychologist or by the school. The signs that led parents to suspect high abilities, both behavioural and emotional, are also pointed out.