EDUCATIONAL NEUROPSYCHOLOGY: MANAGEMENT OF MULTIPLE AND EMOTIONAL INTELLIGENCE IN THE EDUCATIONAL PROCESS; TEACHER AND STUDENT PERCEPTION

Abstract

The objective of the study was to analyze the management of multiple and emotional intelligence in the interaction in the classroom from the perception of teachers and students, in addition to determining the level of development of each of them and their incidence in neurolearning. The methodological design was quantitative descriptive and correlational type. The sample consisted of 210 subjects, 160 students (76.5%) and 50 teachers (23.5%) of middle and higher education level. The ages were 10-30 years in students and 24-58 years in teachers. The most relevant results studied in reference to the management of teachers' emotions in the classes in 70% while 30% fail to identify, understand and regulate emotions. In relation to students 50% have an adequate regulation of emotions, the other 50% need to develop the management of the identification, understanding and regulation of emotions affecting neurolearning. Musical intelligence was less frequently in teachers and mathematical logic in students. It can be deduced with these results that the multiple and emotional intelligence in teachers and students in the teaching-learning process is lacking.

Keywords: Educational neuropsychology, multiple intelligence, emotional intelligence, neurolearning.

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