##plugins.themes.bootstrap3.article.main##

Françoise Contreras David Barbosa Juan Carlos Espinosa

Resumen

El propósito de este estudio fue describir la personalidad, el afecto y la inteligencia emocional a lo largo de la formación profesional, en 422 estudiantes de áreas empresariales. Se utilizó el Inventario de Personalidad NEO-FFI de Costa & McCrae (1994), el TMMS-24 (adaptado por Fernández-Berrocal, Extremera & Ramos, 2004) y el PANAS (adaptado por Sandín et al., 1999). Se encontraron niveles altos de neuroticismo y bajos de extraversión, apertura a la experiencia y amabilidad; niveles intermedios de inteligencia emocional y una afectividad positiva predominante. El neuroticismo se incrementó en algunos semestres, la apertura a la experiencia y la responsabilidad aunque presentan niveles bajos, tienden a incrementarse durante la formación. Los participantes se caracterizaron por su afectividad positiva, la cual no parece depender de los procesos formativos sino de sus características personales. Se discuten estos hallazgos en relación con la formación de líderes empresariales. 

##plugins.themes.bootstrap3.article.details##

Palabras Clave

liderazgo, personalidad, afecto positivo y negativo, inteligencia emocional

Referencias
Avia, M.D. & Sánchez, M.L. (1995). Personalidad: aspectos cognitivos y sociales. Madrid: Pirámide.

Bermúdez, M, P., Álvarez, I. T. & Sánchez, A. (2003). Análisis de la relación entre inteligencia emocional, estabilidad emocional y bienestar psicológico. Universytas Psychologica, 2 (1), 27-32.

Carver, C.S. & Scheier, M.F. (2001). Optimism, Pesimism, and self-regulation. En E.C. Chang (Ed.). Optimism and pessimism. Implications for theory research and practice. (pp. 31-51). Washington, D.C.: American Psychological Association.

Chico, E. & Ferrando, P.J. (2008). Variables cognitivas y afectivas como predictoras de satisfacción en la vida. Psicothema, 20 (3), 408-412.

Ciarrochi, J. V., Chan, A. & Caputi, P. (2000). A critical evaluation of the emotional intelligence construct. Personality and Individual Differences, 28, 539-561.

Contreras, F.V. (2008). Liderazgo: perspectivas de desarrollo e investigación. International Journal of Psychological Research, 1 (2), 64-72.

Costa, P. T. & McCrae, R. R. (1992). Revised NEO Personality Inventory [NEO-PI-R]. and NEO Five-Factor Inventory [NEO-FFI]: professional manual. Odessa, FL: Psychological Assessment Resources.

Costa, P. T. & McCrae, R. R. (1994). The Revised NEO Personality Inventory: Manual Supplement for the Spanish Edition. Odessa, FL: Psychological Assessment Resources.

Davies, M., Stankov, L. & Roberts, R. D. (1998). Emotional intelligence: In search of an lusive construct. Journal of Personality and Social Psychology, 75, 989-1015.

Dulewicz, V. & Higgs, M.J. (1998). Emotional Intelligence: can it be measured reliably and validly using competency data? Competency, 6 (1), 28-37.

Elliot, A. J. & Thrash, T. M. (2002). Approachavoidance motivation in personality: approach and avoidance temperaments and goals. Journal of Personality and Social Psychology, 82 (5), 804-818.

Extremera, N. & Fernández-Berrocal, P. (2005). Perceived emotional intelligence and life satisfaction: Predictive and incremental validity using the Trait Meta-Mood Scale. Personality and Individual Differences, 39, 937-948.

Fernández-Berrocal, P. & Extremera, N. (2006). Emotional intelligence and emotional reactivity and recovery in laboratory context. Psicothema, 18 (supl.), 72-78.

Fernández-Berrocal, P., Extremera, N. & Palomera, R. (2008) Emotional Intelligence as a crucial mental ability on educational context. En A. Valle & J. C. Núñez (Eds.). Handbook of Instructional Resources and their applications in the classroom (pp. 67-88). New York: Nova Science Publishers, Inc.

Fernández-Berrocal, P., Extremera, N. & Ramos, N. (2004). Validity and reliability of the Spanish modified version of the Trait Meta-Mood Scale. Psychological reports, 94, 751-755.

Fernández-Berrocal, P., Ramos, N. & Extremera, N. (2001). Inteligencia emocional, supresión crónica de pensamientos y ajuste psicológico. Boletín de Psicología, 70, 79-95.

Fernández-Berrocal, P., Salovey, P., Vera, A., Extremera, N. & Ramos, N. (2005). Cultural influences on the relation between perceived emotional intelligence and depression. International Review of Social Psychology, 18, 91-107.

Gohm, C. L. & Clore, G. L. (2000). Individual differences in emotional experience: Mapping scales to processes. Personality and Social Psychology Bulletin, 26, 679-697.

Goleman, G. (1995). Emotional Intelligence. Nueva York: Bantam.

Gullone, E. & Moore, S. (2000). Adolescent risktaking and the five-factor model of personality. Journal of Adolescence,23 (4), 393-407.

Johnson, P. R. & Indvik, J. (1999). Organizational benefits of having emotionally intelligent managers and employees. Journal of workplace learning, 11, 84-88.

Lopes, P.N., Brackett, M.A., Nezlek, J.B., Schütz, A., Sellin, I. & Salovey, P. (2004). Emotional intelligence and social interaction. Personality and Social Psychology Bulletin, 30, 1018-1034.

Lopes, P.N., Salovey, P., Cote, S. & Beers, M. (2005). Emotion regulation abilities and the quality of social interaction. Emotion, 5, 113-118.

Malouff, J. M., Thorsteinsson, E. B. & Schutte, N. S. (2006). The five-factor model of personality and smoking: A meta-analysis. Journal of Drug Education, 36, 47-58.

Markey, C. N., Markey, P. M., Ericksen, A. J. & Tinsley, B. J. (2006). Children's behavioral patterns, the five factor model of personality, and risk behaviors. Personality and Individual Differences, 41, 1503-1513.

Martínez-Pons, M. (1997). The relation of emocional intelligence with selected areas of personal functioning. Imagination, Cognition and Personality, 17, 3-13.

Mayer, J. D. & Salovey, P. (1997). What is emotional intelligence? En P. Salovey & D. Sluyter (Eds.). Emotional Development and Emotional Intelligence: Implications for Educators (pp. 3-31). New York: Basic Books.

Mayer, J.D., Salovey, P. & Caruso, D.R. (2004). Emotional Intelligence: Theory, Findings, and implications. Psychological Inquiry, 15 (3), 197-215.

Mc Elroy, T. & Dowd, K. (2007). Susceptibility to anchoring effects: How openness to experience influences responses to anchoring cues. Judgment and Decision Making, 2, 48-53.

Nicholson, N., Fenton-O'Creevy, M., Soane, E. & Willman, P. (2005). Personality and Domain Specific Risk Taking. Journal of Risk Research, 8 (2), 157-176.

Ones, D. S., Dilchert, S., Viswesvaran, C. & Judge, T. A. (2007). In support of personality assessment in organizational settings. Personnel Psychology, 60, 995-1027.

Pennebaker, J. W. (1997). Writing about emotional experiences as a therapeutic process. Psychological Science, 8 (3), 162-166.

Petrides, K. V. & Furnham, A. (2000). Gender differences in measured and self-estimated trait Emotional Intelligence. Sex Roles, 42, 449-461.

Ramos, N. S., Fernández-Berrocal, P. & Extremera, N. (2007). Perceived emotional intelligence facilitates cognitive-emotional processes of adaptation to an acute stressor. Cognition & Emotion, 21 (4), 758-772.

Salovey, P. & Mayer, J. (1990). Emotional Intelligence. Imagination, Cognition and Personality, 9, 185-211.

Salovey, P., Mayer, J., Goldman, S. L., Turvey, C. & Palfai, T. P. (1995). Emotional attention, Clarity, and Repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En J.W. Pennebaker (Ed.). Emotion, disclosure, & health (pp. 125-154). Washington, D. C.: American Psychological Association.

Sandín, B., Chorot, P., Lostao, L., Joiner, T.E., Santed, M.A. & Valiente, R.M. (1999). Escala PANAS de afecto positivo y negativo: Validación factorial y convergencia transcultural. Psicothema, 11 (1), 37-51.

Vera-Villarroel, P. & Guerrero, A. (2003). Diferencias en habilidades de resolución de problemas sociales en sujetos optimistas y pesimistas. Universitas Psychologica, 2 (1), 21-26.

Watson, D. & Tellegen, A. (1985). Toward a consensual structure of mood. Psychological Bulletin, 98, 219-235.

Watson, D. & Clark, L.A. (1984). Negative affectivity: The disposition to experience aversive emotional states. Psychological Bulletin, 96, 465-490.

Watson, D., Clark, L. A. & Tellegen, A. (1988). Development and validation of brief measures of positive and negative affect: The PANAS scales. Journal of Personality and Social Psychology, 54, 1063-1070.
Cómo citar
Contreras, F., Barbosa, D., & Espinosa, J. C. (2010). Personalidad, inteligencia emocional y afectividad en estudiantes universitarios de áreas empresariales Implicaciones para la formación de líderes. Diversitas, 6(1), 65-79. https://doi.org/10.15332/s1794-9998.2010.0001.05
Sección
Artículos

Artículos más leídos del mismo autor/a