Evaluación de las dimensiones metacognitivas de atención, claridad y reparación emocional en estudiantes de una institución educativa en Santander

Abstract

The research aims to know what is the present level of the metacognitive dimensions of attention, clarity and emotional repair, in students of a public educational institution in Santander, in order to corroborate theoretical and conceptual information from previous data, through the evaluation of the meta-knowledge of the emotional states of the students through the TMMS-24 test (Trait Mate Mood Scale), taking into account the results of each meta-knowledge area defined in the test, (Attention, Clarity and Repair), relating these data with the existing theoretical and conceptual data in this regard, producing a general analysis of the sample of 125 evaluated participants, starting from the focus areas of the test. Considering that, "most of emotional intelligence is produced from birth to adolescence" (Berk cited by Meis, 2015) and that "emotional intelligence allows cultivating:" affective attention and internal emotional clarity '' (Belmonte, 2013), the study of these variables was found pertinent, and meaning was found in this research. Similarly, it should be noted that there are endless definitions and concepts about emotional intelligence from various authors, for example, Martínez cites Mayer who defines emotional intelligence as: “an ability to perceive, assimilate, understand, and regulate one's own emotions and those of others. '' Finally, this research was carried out through ‘‘a descriptive quantitative model that allowed establishing and studying a relationship between two study variables’’ (Sampieri, 2014).