7th International Conference of Education, Research and Innovation
Seville - 17th-19th November 2014
“EMOTIONAL INTELLIGENCE AND ABILITIES IN
PERFORMANCE IN MATHEMATICS: A STUDY ON PRIMARY
EDUCATION STUDENTS”
Presentación Caballero García 1 and Mª Elisabet Cifuentes Sánchez 1
1 Facultad
de Ciencias Sociales y de la Educación
Universidad Camilo José Cela (Madrid)
INTRODUCTION
 Inappropiate emotional education at school.
 Low
marks
evaluation)
in
mathematics
(international
 Emotional education, aptitud and performance in
mathematics in primary students.
 Affective and aptitudinal factors in the process of
learning mathematics.
OBJECTIVE
 Prove the relationship that may exist between emotional
intelligence, abilities and performance in mathematics.
HYPHOTESIS
 Hi1: There is a positive relationship between emotional
intelligence, abilities and performance in mathematics.
 Hi2: Emotional intelligence and abilities of students are
predictors of performance in Mathematics.
METHODOLOGY
Descriptive
Cuantitative Approach
Predictional
Mixed
Design
(Bisquerra,
2005)
Explicative
Correlational
METHODOLOGY
Participants
 34 students (21 boys and 13 girls) of a group of 6th year of primary
school, with average age of 11,5 years.
Percentage
80
60
61.76
40
38.24
20
0
BOYS
GIRLS
Sex
Instruments
 TMMS-24 (Fernández-Berrocal, Extremera y Ramos, 2004).
 BADyG-E3 (Carlos Yuste, Martínez Arias y Gálve, 2009).
 Lists of results in mathematics
METHODOLOGY
Procedimiento de recogida de datos
 Data collection procedures
 Apply for permissions
 Choose sessions for application
 Development of sessions: 1 hour of duration approximately




1st session: BADyG-E3 I (4 testing)
2nd session: BADyG-E3 II (5 testing)
3rd session: test TMMS-24
4th session: Collecting lists of results in mathematics
 Tabulation and data analysis.
METHODOLOGY
Data analysis
 Descriptive analysis: frecuencies, percentages, aferages
and standard deviations.
 Bivariate Pearson correlation.
 T Student test and simple analysis of variance (ANOVA).
 Multiple Regressions Analysis.
 SPSS 19, with a confidence of 95% and an error level of 5%.
RESULTS
 To Know the level of Emotional Intelligence of a group of students of 6th year of
primary education of CEIP. Cervantes.
 The general average level of EI is appropiate (
90
80
70
60
50
40
30
20
10
0
82.32
=82,32, =16,01).
EI TOTAL
Avareness of Emotional
Experience
27.37
27.99
Emphaty
26.96
Emotional selfmanagement
RESULTS
 To evaluate differencial and general aptitudes of a group of students of 6th
year of primary education of CEIP. Cervantes.
 Evaluated students have an average general level
32
28
24
20
16
12
8
4
0
23.5
17.41 17.26
( =17,85).
24.03
19.94
14.97
12.26
14.47
15.88
Average
RESULTS
 To know the performance in mathematics of a group of students of 6th year of
primary education of CEIP. Cervantes.
 Results are also good, with an average mark of B ( =7,03,
N
Performance in
Mathematics
34
Minimum
Maximum
4,80
9,50
=1,59).
Standard
Average
Desv.
7,0274
1,59105
RESULTS
 To analyze the relationship that may exist between emotional intelligence and
performance in mathematics of students.
 Pearson Correlation
not exist any lineal positive relationship
between total emotional intelligence and students’ performance in
mathematics (rP=0,102; p=0,566).
 To analyze the relationship that may exist between general abilities and
performance in mathematics of students.
 Not exist any relationship between general abilities and performance in
mathematics, but there is a relationship between certain differencial
abilities:
- Verbal Analogies (rP=0,453(**), p=0,007)
-
-
Numerical Sequences (rP=0,565(**), p=0,000)
Number Problems (rP=0,460(**), p=0,006)
Visual Memory (rP=0,567(**), p=0,000)
Spotting the differences (rP=0,449(**), p=0,008).
RESULTS
 To analyze if emotional intelligence of students suppose differences in
aptitudes and performance in mathematics.
 EI do not make any difference either in general abilities or in the students´
performance in mathematics. However, it do indicte significant differences
in relation to some differencial abilities.
-
Avareness of emotional experience
there are significant differences
in Completing Sentences. Students with low levels of awareness obtained
a higher average in completing sentences (F=4,321, p=0,02; Tukey=5,9*,
p=0,019).
-
Emotional self-management
there are significant differences:
 Students with better emotional self-management obtained a higher
average in Verbal Analogies (F=9,907, p=0,00) and Completing
Sentences (F=5,41, p=0,01; ukey=5,57*, p=0,048).
RESULTS
 To analyze if aptitudes suppose differences in emotional intelligence and
performance in mathematics.
 General abilities do not make any difference either in EI and general
performance in mathematics, but they make it differencial abilities in:
a) EI:
-
Visual memory – Total EI: Students with below average marks in visual
memory are those who have more emotional intelligence; nevertheless,
students with above average marks in visual memory have obtained the
lowest average in emotional intelligence (F=3,353, p=0,023).
-
Visual memory– Avareness of emotional experience: Students with an
above average level of visual memory are those who have the lowest
level of awareness of emotional experience F=3,200, p=0,027).
-
Verbal analogies – Emotional self-management: Students who have
obtained higher results in the verbal analogies ability are those with the
lowest average of emotional self-management(F=2,867, p=0,041).
(Tukey=14,5*, p=0,027).
RESULTS
 To analyze if aptitudes suppose differences in emotional intelligence and
performance in mathematics.
 General abilities do not make any difference either in EI and general
performance in mathematics, but they make it differencial abilities in:
b) Performance in Mathematics :
-
Number Problems (F=4,420, p=0,003).
higher results
the highest marks in mathematics.
-
Numerical Sequences (F=3,789, p=0,007).
higher results
the highest marks in mathematics.
-
Memory for Oral storytelling (F=3,097, p=0,031).
extremely high or low results
the lowest marks in mathematics
RESULTS
 To know the value that EI and abilities may have in order to predict
performance in mathematics.
 Multiple Regressions Analysis
56,1% of changes in performance in
mathematicas are due to these variables.
 Exist a significant relationship in:
-
Higher empathy is related to higher performance in Mathematics(B=
0,111; t=2,143; p=0,044).
-
Higher marks in verbal analogies are related to higher performance in
mathematics (B=0,142; t=2,238; p=0,036).
-
Better visual memory is also related to higher performance in
mathematics (B= 0,097; t=2,221; p=0,037).
 The most significant variable is “verbal analogies”, followed by “visual
memory” and “empathy”.
DISCUSSION
 In accordance with findings by other authors such as Durén,
Extremera, Rey, Fernández-Berrocal y Montealban (2006); Ferrando,
Prieto, et al. (2010); Nasir y Masrur (2010); y Palomera, Gil-Olarte y
Brackett, (2006), this study has proved the relationship between
emotional intelligence, abilities and performance in mathematics and
the predictive capacity that some dimensions of these variables have
in this type of performance.
 The abilities with higher capacity to predict
performance in
mathematics are verbal analogies and visual memory. This results are
similar to those obtained by Laidra, Pullman, y Allik, 2007; Rolfus y
Ackerman, 1999).
 Also the variable of empathy can predict performance in
mathematics (Callejo, 2004; Frank 1988; Gairín, 1990; Garofalo, 1989;
Gómez-Chacón, 1997; McLeod, 1992; Schoenfeld, 1985, 1992).
LIMITATIONS AND PROSPECTIVE
 It is necessary studies, with larger and more representatives
samples that allow us to confirm more precisely the relationship
between Emotional Intelligence and aptitudes in performance
in Mathematics.
 Continue to investigate in this line and explain in a more
extensive our primary students´ results in mathematics, from
the study of differents components of the affective domain as
beliefs, attitudes, and emotions; or other variables such as
evaluative anxiety, self-esteem, attributional style, previous
learning experiences, etc.
 More studies are necessary to improve the students’ results in
this subject and to help to prevent academic failure.
“THANK YOU FOR YOUR
ATTENTION”