Métodos biplot na análise da inteligência emocional e dos estilos de aprendizagem
Type
article
Identifier
SILVEIRA, Paulo ; GALINDO VILLARDÓN, María Purificación ; VICENTE GALINDO, María Purificación (2017) – Métodos biplot na análise da inteligência emocional e dos estilos de aprendizagem. In VI Conferência Internacional Investigação, Práticas e Contextos em Educação 2017 : atas. Leiria : Escola Superior de Educação e Ciências Sociais do Instituto Politécnico de Leiria. p. 244-254.
978-989-8797-13-1
Title
Métodos biplot na análise da inteligência emocional e dos estilos de aprendizagem
Subject
Estilos de aprendizagem
Inteligência emocional
CHAEA
TMMS
HJ-Biplot
Learning styles
Emotional intelligence
CHAEA
TMMS
HJ-Biplot
Inteligência emocional
CHAEA
TMMS
HJ-Biplot
Learning styles
Emotional intelligence
CHAEA
TMMS
HJ-Biplot
Date
2018-02-15T14:33:18Z
2018-02-15T14:33:18Z
2017
2018-02-15T14:33:18Z
2017
Description
Enquanto o sistema universitário anterior a Bolonha primava pela reprodução de informações, atualmente exige-se aos estudantes universitários a aquisição de competências. Desta forma, o aluno é colocado no centro do processo de ensino-aprendizagem, focando os seus estudos nas competências que deve adquirir, potenciando a iniciativa e a aprendizagem autónoma. Essa mudança de paradigma educacional relaciona-se com uma mudança metodológica que reforça o papel ativo e o pensamento crítico do aluno.
Para adquirir as competências o aluno deve usar o seu ou os seus estilos de aprendizagem predominantes, que têm um caráter de predisposição para aprender de determinada forma.
Conhecer os estilos de aprendizagem utilizados pelos alunos no processo de ensino/aprendizagem parece-nos, assim, essencial.
Neste processo de aprendizagem autónoma, é importante que os alunos sejam capazes de tomar consciência dos seus próprios processos mentais ao lidar com os problemas, de os analisar, planificar, monitorizar e avaliar adequadamente o seu próprio desempenho. A inteligência emocional suscita um grande interesse neste âmbito.
Este estudo foi desenhado para avaliar os estilos de aprendizagem e a inteligência emocional dos alunos das seis escolas de ensino superior do Instituto Politécnico de Castelo Branco (IPCB).
Pretende-se, também, evidenciar o papel dos métodos fatoriais multivariantes na análise de dados, com particular destaque para os métodos Biplot, pela sua fácil interpretação gráfica e por nunca terem sido utilizados neste contexto.
Para recolher a informação foram utilizados os questionários TMMS (The Trade Meta-Mood Scale na versão TMMS-24, Fernández-Berrocal et al., 2004) e CHAEA (Questionário Honey-Alonso de Estilos de Aprendizagem, Alonso e Honey, 1995).
A análise dos 1785 questionários respondidos permitiu-nos caraterizar os estilos de aprendizagem e a inteligência emocional dos alunos do IPCB.
Em todas as escolas o estilo Reflexivo é o mais utilizado; Esta maior utilização não apresenta diferenças motivadas pelo género; Os estilos de Aprendizagem Ativo e Pragmático aparecem com mais frequência na escola Superior de Tecnologia; O estilo Teórico é mais utilizado na Escola Superior de Saúde.
Relativamente à Inteligência Emocional, avaliada através das dimensões Atenção, Clareza e Reparação, evidenciam-se diferenças significativas ao nível do género e ao nível das escolas frequentadas pelos alunos.
As principais conclusões a que chegamos com a aplicação dos métodos Biplot são:
Para a dimensão Atenção a maioria dos estudantes apresenta níveis adequados. Os homens manifestam a tendência de sentir e expressar melhor os seus sentimentos do que as mulheres.
Por escola, os valores mais baixos nesta dimensão são atingidos pelas alunas da escola de Saúde e pelas alunas da escola de Gestão.
Relativamente à dimensão Clareza, cerca de metade dos alunos têm valores apropriados. Geralmente os homens compreendem pior do que as mulheres os seus estados emocionais. Na escola de Gestão e na escola de Artes o mais frequente é encontrar alunos que estão classificados na categoria mais baixa desta dimensão.
Quanto à regulação dos estados emocionais, a categoria modal é a adequada, no entanto, parece haver mais mulheres do que homens que regulam mal os seus estados emocionais. Os estudantes que pior os regulam são as mulheres na Escola de Artes, as da Escola de Saúde e as da Escola de Gestão. Quem melhor regula os estados emocionais são as alunas da Escola de Tecnologia.
A representação conjunta das variáveis dos questionários CHAEA e TMMS evidencia uma clara associação entre os Estilos de Aprendizagem e a Inteligência Emocional.
While in the university system prior to Bologna prevailed the reproduction of information, university students are now required to acquire skills. In this way, the student is placed at the centre of the teaching-learning process, focusing yours studies on the competences that he must acquire, empowering the initiative and autonomous learning. This change of educational paradigm is related with a methodological change that reinforces the student's active role and your critical thinking. To acquire the skills the learner must use his predominant learning styles, which have a predisposing character to learn in a certain way. Knowing the learning styles used by students in the teaching / learning process thus seems essential. In this process of autonomous learning, it is important for students to be able to become aware of their own mental processes in dealing with problems, to properly analyse, plan, monitor and evaluate their own performance. Emotional intelligence is of great interest in this area. This study was designed to evaluate the learning styles and emotional intelligence of the students of the six higher education schools of the Polytechnic Institute of Castelo Branco (IPCB). It is also intended to highlight the role of multivariate factorial methods in data analysis, with particular emphasis on Biplot methods, for their easy graphical interpretation and for having never been used in this context. To collect the information, were used the TMMS questionnaires (The Trade Meta-Mood Scale TMMS-24, Fernández-Berrocal et al., 2004) and CHAEA (Honey-Alonso Learning Styles Questionnaire, Alonso and Honey, 1995). The analysis of the 1785 questionnaires answered allowed to characterize the learning styles and emotional intelligence of the IPCB students. In all schools, Reflexive style is the most used; This greater use does not present differences by gender; The Active and Pragmatic styles appear more frequently in the School of Technology; The Theoretical style is more used in the School of Health. Regarding Emotional Intelligence, assessed through the Attention, Clarity and Reparation dimensions, there are significant differences in terms of gender and the level of schools attended by the students. The main conclusions we reached with the application of Biplot methods are: For the Attention dimension, most students have adequate levels. Men manifest a tendency to feel and express their feelings better than women. By school, the lowest values in this dimension are reached by the students of the school of Health and the students of the School of Management. Regarding the Clarity dimension, about half of the students have appropriate values. Usually men understand worse than women your emotional states. In the School of Management and in the School of Arts the most frequent is to find students who are classified in the lower category of this dimension. As for the regulation of emotional states, the modal category is adequate, however, there seem to be more women than men who poorly regulate their emotional states. The students that poorly regulate them are women from the School of Arts, from the School of Health and from the School of Management. Who better regulates the emotional states are the students of the School of Technology. The joint representation of the variables of CHAEA and TMMS questionnaires evidences a clear association between the Learning Styles and the Emotional Intelligence.
info:eu-repo/semantics/publishedVersion
While in the university system prior to Bologna prevailed the reproduction of information, university students are now required to acquire skills. In this way, the student is placed at the centre of the teaching-learning process, focusing yours studies on the competences that he must acquire, empowering the initiative and autonomous learning. This change of educational paradigm is related with a methodological change that reinforces the student's active role and your critical thinking. To acquire the skills the learner must use his predominant learning styles, which have a predisposing character to learn in a certain way. Knowing the learning styles used by students in the teaching / learning process thus seems essential. In this process of autonomous learning, it is important for students to be able to become aware of their own mental processes in dealing with problems, to properly analyse, plan, monitor and evaluate their own performance. Emotional intelligence is of great interest in this area. This study was designed to evaluate the learning styles and emotional intelligence of the students of the six higher education schools of the Polytechnic Institute of Castelo Branco (IPCB). It is also intended to highlight the role of multivariate factorial methods in data analysis, with particular emphasis on Biplot methods, for their easy graphical interpretation and for having never been used in this context. To collect the information, were used the TMMS questionnaires (The Trade Meta-Mood Scale TMMS-24, Fernández-Berrocal et al., 2004) and CHAEA (Honey-Alonso Learning Styles Questionnaire, Alonso and Honey, 1995). The analysis of the 1785 questionnaires answered allowed to characterize the learning styles and emotional intelligence of the IPCB students. In all schools, Reflexive style is the most used; This greater use does not present differences by gender; The Active and Pragmatic styles appear more frequently in the School of Technology; The Theoretical style is more used in the School of Health. Regarding Emotional Intelligence, assessed through the Attention, Clarity and Reparation dimensions, there are significant differences in terms of gender and the level of schools attended by the students. The main conclusions we reached with the application of Biplot methods are: For the Attention dimension, most students have adequate levels. Men manifest a tendency to feel and express their feelings better than women. By school, the lowest values in this dimension are reached by the students of the school of Health and the students of the School of Management. Regarding the Clarity dimension, about half of the students have appropriate values. Usually men understand worse than women your emotional states. In the School of Management and in the School of Arts the most frequent is to find students who are classified in the lower category of this dimension. As for the regulation of emotional states, the modal category is adequate, however, there seem to be more women than men who poorly regulate their emotional states. The students that poorly regulate them are women from the School of Arts, from the School of Health and from the School of Management. Who better regulates the emotional states are the students of the School of Technology. The joint representation of the variables of CHAEA and TMMS questionnaires evidences a clear association between the Learning Styles and the Emotional Intelligence.
info:eu-repo/semantics/publishedVersion
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openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
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por
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