Likewise, there is a positive correlation between the factors that make up emotional intelligence, including those most related to social skills. Ĭonsidering the study of emotional intelligence from an educational perspective, research has established its influence on the academic performance of students, regardless of age or subject. Regarding the Bar-On proposal, its social aspect stands out and it is composed of five factors known as intrapersonal and interpersonal skills, adaptability, stress management and general mood. The model developed by Goleman is aimed at work success and constitutes the recognition and emotional control, self-motivation, recognition of other people’s emotions, favouring respect through empathy and control of social skills. Despite these similarities, both differ in the focus of the model. In contrast, the models proposed by Goleman and Bar-On are of mixed type, since they take into consideration both the mental perspective and its combination with the personality traits. These aspects constitute the main axis of its model of emotional skills, thus considering this intelligence as a mental ability. Therefore, it is necessary to study in depth the influence of these personal characteristics on the inclusion of students with SEN.īased on studies related to multiple intelligences, Salovey and Mayer developed the concept of emotional intelligence in the 1990s, considering it as a capacity related to the identification, assessment, understanding and expression of one’s own emotions and whose regulation promotes positive personal development. As a result, they are more vulnerable to school failure due to the psychological, social and educational conditions that it entails. This is a group that presents a greater incidence in this regard, corresponding to 80.3% of the total rate of bullying and predominantly to physical disabilities. However, these characteristics are related to issues of great current relevance, such as school bullying.
In this way, the investigation into the influence of psychological and behavioural characteristics of students who share a classroom with special educational needs (SEN) students has been put on the back burner. Numerous studies have covered this issue, focusing on teachers themselves, considering both their personal characteristics and the teaching methodologies used. Therefore, the importance of considering the variables under study during the teaching–learning processes carried out in the classroom is highlighted.Īchieving inclusive education is one of the main challenges faced by different education systems. The results obtained revealed that emotional intelligence is positively related to psychological flexibility and prosocial behaviour and that these, in turn, are positively related to the development of inclusive behaviour. The relationships established were extracted from different statistical analyses and a hypothesised predictive model. To carry out this study, a sample of 642 students between the ages of 12 and 19 years old participated and answered four questionnaires, one for each variable under study. Therefore, the aim of this paper is to determine the relationship between emotional intelligence, psychological flexibility, prosocial behaviour and inclusive behaviour.
Despite the fact that the behaviours and psychological characteristics of their peers seem to influence the degree of inclusion, there is no detail on this subject. This is a group of students with a high rate of bullying that leads to academic failure, as well as significant psychological and social consequences. Achieving the educational inclusion of students with special educational needs (SEN) is one of the significant challenges of the current Spanish educational system.
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