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Referencias
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- Besharat, M. A. (2007). Psychometric properties of Farsi version of the emotional intelligence scale-41 (FEIS-41). Personality and Individual Differences, 43, 991-1000. doi: https://doi.org/10.1016/j.paid.2007.02.020
- Bester, M., Jonker, C. S., & Nel, J. A. (2013). Confirming the factor structure of the 41-item version of the Schutte Emotional Intelligence scale. Journal of Psychology in Africa, 23, 213-221. doi: https://doi.org/10.1080/14330237.2013.10820617
- Billings, C. E. W., Downey, L. A., Lomas, J. E., Lloyd, J., & Stough, C. (2014). Emotional intelligence and scholastic achievement in pre-adolescent children. Personality and Individual Differences, 65, 14-18. doi: https://doi.org/10.1016/j.paid.2014.01.017
- Bollinger, L. C. (2003). The need for diversity in higher education. Academic Medicine, 78, 431-436.
- Burrus, J., Betancourt, A., Holtzman, S., Minsky, J., MacCann, C., & Roberts, R. D. (2012). Emotional intelligence relates to well-being: evidence from the situational judgment test of emotional management. Applied Psychology-Health and Well Being, 4, 151-166. doi: https://doi.org/10.1111/j.1758-0854.2012.01066.x
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- Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally and Company.
- Caruso, D. R., Mayer, J. D., & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessment, 79, 306-320. doi: https://doi.org/10.1207/S15327752JPA7902_12
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- Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology, 149, 63-84. doi: https://doi.org/10.1080/00223980.2013.838540
- Cohen, N. J., Farnia, F., & Im-Bolter, N. (2013). Higher order language competence and adolescent mental health. Journal of Child Psychology and Psychiatry, 54, 733-744. doi: https://doi.org/10.1111/jcpp.12060
- Cohen-Scali, V. (2014). Career construction in French apprenticeship programs: an exploration of the role of gender in the tutorship. Journal of Vocational Behavior, 85, 49-56. doi: https://doi.org/10.1016/j.jvb.2014.04.002
- Costa, A., & Faria, L. (2015). The impact of Emotional Intelligence on academic achievement: a longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47. doi: https://doi.org/10.1016/j.lindif.2014.11.011
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- Daghbashyan, Z., & Harsman, B. (2014). University choice and entrepreneurship. Small Business Economics, 42, 729-746. doi: https://doi.org/10.1007/s11187-013-9501-0
- Davies, P., & Mangan, J. (2008). Embedding threshold concepts: from theory to pedagogical principles to learning activities. Threshold concepts within the disciplines, 16, 37-50.
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- Doron, J., Stephan, Y., & Le Scanff, C. (2013). Coping strategies: a review of literature in sport and academic contexts. European Review of Applied Psychology-Revue Europeenne de Psychologie Appliquee, 63, 303-313.
- Evers, A., & Sieverding, M. (2014). Why do highly qualified women (still) earn less? Gender differences in long-term predictors of career success. Psychology of Women Quarterly, 38, 93-106. doi: https://doi.org/10.1177/0361684313498071
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- Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47, 116-124. doi: https://doi.org/10.1177/0022219412439325
- Herrera, L., Bruitrago, R. E., & Cepero, S. (2017). Emotional intelligence in Colombian primary school children. Location and gender. Universitas Psychologica, 16(3), 1-10. doi:10.11144/Javeriana.upsy16-3.eips
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Referencias
Arias, M. D., Granados, M. S., & Justo, C. F. (2010). Effects of a training program in full consciousness (mindfulness) in self-esteem and perceived emotional intelligence. Behavioral Psychology-Psicologia Conductual, 18, 297-315.
Auburn, T. (2007). Identity and placement learning: student accounts of the transition back to university following a placement year. Studies in Higher Education, 32, 117-133. doi:10.1080/03075070601099515
Austin, E. J., Saklofske, D. H., Huang, S. H. S., & McKenney, D. (2004). Measurement of trait emotional intelligence: testing and cross-validating a modified version of Schutte et al.’s (1998) measure. Personality and Individual Differences, 36, 555-562. doi: https://doi.org/10.1016/S0191-8869(03)00114-4
Besharat, M. A. (2007). Psychometric properties of Farsi version of the emotional intelligence scale-41 (FEIS-41). Personality and Individual Differences, 43, 991-1000. doi: https://doi.org/10.1016/j.paid.2007.02.020
Bester, M., Jonker, C. S., & Nel, J. A. (2013). Confirming the factor structure of the 41-item version of the Schutte Emotional Intelligence scale. Journal of Psychology in Africa, 23, 213-221. doi: https://doi.org/10.1080/14330237.2013.10820617
Billings, C. E. W., Downey, L. A., Lomas, J. E., Lloyd, J., & Stough, C. (2014). Emotional intelligence and scholastic achievement in pre-adolescent children. Personality and Individual Differences, 65, 14-18. doi: https://doi.org/10.1016/j.paid.2014.01.017
Bollinger, L. C. (2003). The need for diversity in higher education. Academic Medicine, 78, 431-436.
Burrus, J., Betancourt, A., Holtzman, S., Minsky, J., MacCann, C., & Roberts, R. D. (2012). Emotional intelligence relates to well-being: evidence from the situational judgment test of emotional management. Applied Psychology-Health and Well Being, 4, 151-166. doi: https://doi.org/10.1111/j.1758-0854.2012.01066.x
Cabello, R., Navarro, B., Latorre, J. M., & Fernández-Berrocal, P. (2014). Ability of university-level education to prevent age-related decline in emotional intelligence. Frontiers in Aging Neuroscience, 6 (37). doi: 10.3389/fnagi.2014.00037
Campbell, D.T., & Stanley, J.C. (1963). Experimental and quasi-experimental designs for research. Chicago: Rand McNally and Company.
Caruso, D. R., Mayer, J. D., & Salovey, P. (2002). Relation of an ability measure of emotional intelligence to personality. Journal of Personality Assessment, 79, 306-320. doi: https://doi.org/10.1207/S15327752JPA7902_12
Cela-Ranilla, J. M., & Cervera, M. G. (2013). Learning patterns of first year students. Revista de Educacion, 2, 171-195.
Chapman, B. P., & Hayslip, B. (2005). Incremental validity of a measure of emotional intelligence. Journal of Personality Assessment, 85, 154-169. doi: https://doi.org/10.1207/s15327752jpa8502_08
Cheung, C. K., Cheung, H. Y., & Hue, M. T. (2015). Emotional intelligence as a basis for self-esteem in young adults. Journal of Psychology, 149, 63-84. doi: https://doi.org/10.1080/00223980.2013.838540
Cohen, N. J., Farnia, F., & Im-Bolter, N. (2013). Higher order language competence and adolescent mental health. Journal of Child Psychology and Psychiatry, 54, 733-744. doi: https://doi.org/10.1111/jcpp.12060
Cohen-Scali, V. (2014). Career construction in French apprenticeship programs: an exploration of the role of gender in the tutorship. Journal of Vocational Behavior, 85, 49-56. doi: https://doi.org/10.1016/j.jvb.2014.04.002
Costa, A., & Faria, L. (2015). The impact of Emotional Intelligence on academic achievement: a longitudinal study in Portuguese secondary school. Learning and Individual Differences, 37, 38-47. doi: https://doi.org/10.1016/j.lindif.2014.11.011
Curci, A., Lanciano, T., & Soleti, E. (2014). Emotions in the classroom: the role of teachers’ emotional intelligence ability in predicting students’ achievement. American Journal of Psychology, 127, 431-445. doi: 10.5406/amerjpsyc.127.4.0431
Daghbashyan, Z., & Harsman, B. (2014). University choice and entrepreneurship. Small Business Economics, 42, 729-746. doi: https://doi.org/10.1007/s11187-013-9501-0
Davies, P., & Mangan, J. (2008). Embedding threshold concepts: from theory to pedagogical principles to learning activities. Threshold concepts within the disciplines, 16, 37-50.
De la Fuente, M., Salvador, M., & Franco, C. (2010). Effects of a training program in full consciousness (mindfulness) in self-esteem and perceived emotional intelligence. Behavioral Psychology-Psicologia Conductual, 18(2), 297-315.
Doron, J., Stephan, Y., & Le Scanff, C. (2013). Coping strategies: a review of literature in sport and academic contexts. European Review of Applied Psychology-Revue Europeenne de Psychologie Appliquee, 63, 303-313.
Evers, A., & Sieverding, M. (2014). Why do highly qualified women (still) earn less? Gender differences in long-term predictors of career success. Psychology of Women Quarterly, 38, 93-106. doi: https://doi.org/10.1177/0361684313498071
Galla, B. M., Plummer, B. D., White, R. E., Meketon, D., D’Mello, S. K., & Duckworth, A. L. (2014). The Academic Diligence Task (ADT): assessing individual differences in effort on tedious but important schoolwork. Contemporary Educational Psychology, 39, 314-325. doi: https://doi.org/10.1016/j.cedpsych.2014.08.001
Gardner, H. (2003). Multiple intelligences after twenty years. Paper presented to the annual meeting of the American Educational Research Association, Chicago, Illinois.
Gignac, G. E., Palmer, B. R., Manocha, R., & Stough, C. (2005). An examination of the factor structure of the schutte self-report emotional intelligence (SSREI) scale via confirmatory factor analysis. Personality and Individual Differences, 39, 1029-1042. doi: https://doi.org/10.1016/j.paid.2005.03.014
Hen, M., & Goroshit, M. (2014). Academic procrastination, emotional intelligence, academic self-efficacy, and GPA: a comparison between students with and without learning disabilities. Journal of Learning Disabilities, 47, 116-124. doi: https://doi.org/10.1177/0022219412439325
Herrera, L., Bruitrago, R. E., & Cepero, S. (2017). Emotional intelligence in Colombian primary school children. Location and gender. Universitas Psychologica, 16(3), 1-10. doi:10.11144/Javeriana.upsy16-3.eips
Hickson, G. B., Pichert, J. W., Webb, L. E., & Gabbe, S. G. (2007). A complementary approach to promoting professionalism: identifying, measuring, and addressing unprofessional behaviors. Academic Medicine, 82, 1040-1048. doi: 10.1097/ACM.0b013e31815761ee
Keefer, K. V. (2015). Self-report assessments of emotional competencies: a critical look at methods and meanings. Journal of Psychoeducational Assessment, 33, 3-23. doi: https://doi.org/10.1177/0734282914550381
Kim, D. H., Wang, C. A., & Ng, K. M. (2010). A Rasch rating scale modeling of the Schutte Self-Report Emotional Intelligence scale in a sample of international students. Assessment, 17, 484-496. doi: https://doi.org/10.1177/1073191110376593
Krapohl, E., Rimfeld, K., Shakeshaft, N. G., Trzaskowski, M., McMillan, A., Pingault, J. B., …& Plomin, R. (2014). The high heritability of educational achievement reflects many genetically influenced traits, not just intelligence. Proceedings of the National Academy of Sciences of the United States of America, 111, 15273-15278. doi: 10.1073/pnas.1408777111/-/DCSupplemental.
Kwok, S. Y. C. L., Cheng, L., & Wong, D. F. K. (2015). Family emotional support, positive psychological capital and job satisfaction among Chinese white-collar workers. Journal of Happiness Studies, 16, 561-582. doi: https://doi.org/10.1007/s10902-014-9522-7
Lanciano, T., & Curci, A. (2014). Incremental validity of emotional intelligence ability in predicting academic achievement. American Journal of Psychology, 127, 447-461. doi: 10.5406/amerjpsyc.127.4.0447
Ledesma, R., Macbeth, G., & Cortada de Kohan, N. (2008). Tamaño del efecto: revisión teórica y aplicaciones con el sistema estadístico ViSta. Revista Latinoamericana de Psicología, 40(3), 425-439.
Lipnevich, A. A., MacCann, C., Bertling, J. P., Naemi, B., & Roberts, R. D. (2012). Emotional reactions toward school situations: relationships with academic outcomes. Journal of Psychoeducational Assessment, 30, 387-401. doi: https://doi.org/10.1177/0734282912449445
Liu, O. L., Rijmen, F., MacCann, C., & Roberts, R. (2009). The assessment of time management in middle-school students. Personality and Individual Differences, 47, 174-179. doi: https://doi.org/10.1016/j.paid.2009.02.018
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