Andrea Izquierdo
Andrea Izquierdo Guillermo holds a Ph.D. in Educational Research with honors ("Cum-Laude") from the University of Alicante (UA), and currently serves as a postdoctoral researcher in the Department of Developmental Psychology and Didactics at the same university.
During her academic tenue at UA, she was awarded a Collaboration Scholarship by the Ministry of Education and Vocational Training in the Department of Developmental Psychology and Didactics. Additionally, she has held a predoctoral training contract (UAFPU21-54).
In the field of research, she specializes in intervention with programs for the development of socio-emotional competencies in the educational field. She is an active member of the SOCEDU research group (VIGROB-140), and has contribute to several research projects. Presently, she is involved in the MCIN project (PID2021-125279OB-100), and one funded by the European Commission (Erasmus+, KA2; 2023-1-PL01-KA220-HED-000156880). She has presented her work at national and international congresses, and has published several articles and book chapters. Additionally, she has completed numerous courses in teaching innovation.
In terms of teaching, she instructs classes in the Undergraduate Degree in Early Childhood Education and Primary Education at UA.
During her academic tenue at UA, she was awarded a Collaboration Scholarship by the Ministry of Education and Vocational Training in the Department of Developmental Psychology and Didactics. Additionally, she has held a predoctoral training contract (UAFPU21-54).
In the field of research, she specializes in intervention with programs for the development of socio-emotional competencies in the educational field. She is an active member of the SOCEDU research group (VIGROB-140), and has contribute to several research projects. Presently, she is involved in the MCIN project (PID2021-125279OB-100), and one funded by the European Commission (Erasmus+, KA2; 2023-1-PL01-KA220-HED-000156880). She has presented her work at national and international congresses, and has published several articles and book chapters. Additionally, she has completed numerous courses in teaching innovation.
In terms of teaching, she instructs classes in the Undergraduate Degree in Early Childhood Education and Primary Education at UA.
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Articles by Andrea Izquierdo
Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.
Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples.
Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.
Methods: The sample comprised 240 students in higher education, pursuing a bachelor’s degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it.
Results: The findings show a significant improvement in the academic achievement at the end of the bachelor’s degree studies of the students in the experimental group.
Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.
Chapters by Andrea Izquierdo
In order to delve deeper into these concepts and subsequently analyze the importance of including them in higher education training, the main objective of this study was to determine the relationship between resilience and emotional intelligence scores in a sample of university students.
The sample consisted of students of the Undergraduate Degree in Early Childhood Education (12.1%) and Primary Education (87.9%) of the University of Alicante (Spain); that is, a total of 173 students. The average age is 20 years. In addition, only 24.9% of the participants were men.
Regarding the procedure, first of all, the entire sample received the necessary information about the study and gave their informed consent. In addition, the research was evaluated by the UA Ethics Committee. Later, the participants answered the questions that collected information about demographic data, as well as the questionnaires of the instruments.
Two instruments were used for data collection: the 24-item Trait Meta-mood Scale and the 25-item Connor and Davidson Resilience Scale.
In relation to the analyses, on the one hand, Pearson's correlation coefficient was performed to determine the relationships between resilience and emotional intelligence and, on the other hand, multiple regression analysis was carried out following the step-by-step method, with the resilience factor score as the criterion variable.
The results of the study indicated that resilience correlates with two of the measured factors of emotional intelligence: emotional clarity and emotional regulation. In contrast, it does not correlate with emotional attention. Likewise, clarity and regulation act as predictors of student resilience. The analyses revealed that, independently, the greater the emotional regulation and emotional clarity, the higher the level of resilience.
In conclusion, this work has allowed us to know that the higher the levels of emotional intelligence, the better the resilience capacity of university students. It is therefore interesting to work on a variety of strategies related to emotional education for students to improve their way of dealing with the different situations they face daily as university students, as well as those they will face later on in their working lives.
Methods: Using a hierarchical approach, this study aimed to identify, the specific predictors of psychological well-being, including emotional intelligence, stress, resilience, burnout, and self-efficacy, among higher education students pursuing a bachelor’s degree in education. We also examined gender differences among these predictors. This study involved 338 higher education students pursuing a primary education teaching degree.
Results: The results obtained using the hierarchical regression analysis technique, indicated that the resilience measure, the burnout measure, and the factor of the teacher self-efficacy measure related to self-efficacy in coping with challenges and effectiveness in dealing with change in the educational context, significantly contributed to explaining psychological well-being in the total sample. Furthermore, the predictors of psychological well-being differed between male and female samples.
Discussion: Finally, these findings are discussed in terms of their theoretical and practical implications for improving the training process of future teachers.
Methods: The sample comprised 240 students in higher education, pursuing a bachelor’s degree in education at the University of Alicante, Spain (68.3% were female and average age of the participants was 19.43 years SD = 4.127). Using a quasi-experimental design with pretests, posttests, and a control group, we present the effects of an online program aimed at improving the emotional skills and academic achievement of future teachers in higher education. In this study, a 30-h emotional intelligence training program was implemented. Since the student sample was grouped into different classes, we analyzed, using a generalized linear mixed-effects model, whether students who took the program showed a significant improvement in their academic achievement at the end of their studies, compared to those who did not take it.
Results: The findings show a significant improvement in the academic achievement at the end of the bachelor’s degree studies of the students in the experimental group.
Discussion: These results open up a field of possibilities for the implementation of this type of training using virtual environments, enabling interventions to enhance the emotional development of the teaching staff (and, subsequently, in their students), develop their teaching careers adequately, and employ the ideal strategies to address educational programs. Looking ahead, the integration of emotional development programs that incorporate emerging technology into university curricula could enhance the preparation of educators profoundly and create adaptable learning environments for contemporary students.
In order to delve deeper into these concepts and subsequently analyze the importance of including them in higher education training, the main objective of this study was to determine the relationship between resilience and emotional intelligence scores in a sample of university students.
The sample consisted of students of the Undergraduate Degree in Early Childhood Education (12.1%) and Primary Education (87.9%) of the University of Alicante (Spain); that is, a total of 173 students. The average age is 20 years. In addition, only 24.9% of the participants were men.
Regarding the procedure, first of all, the entire sample received the necessary information about the study and gave their informed consent. In addition, the research was evaluated by the UA Ethics Committee. Later, the participants answered the questions that collected information about demographic data, as well as the questionnaires of the instruments.
Two instruments were used for data collection: the 24-item Trait Meta-mood Scale and the 25-item Connor and Davidson Resilience Scale.
In relation to the analyses, on the one hand, Pearson's correlation coefficient was performed to determine the relationships between resilience and emotional intelligence and, on the other hand, multiple regression analysis was carried out following the step-by-step method, with the resilience factor score as the criterion variable.
The results of the study indicated that resilience correlates with two of the measured factors of emotional intelligence: emotional clarity and emotional regulation. In contrast, it does not correlate with emotional attention. Likewise, clarity and regulation act as predictors of student resilience. The analyses revealed that, independently, the greater the emotional regulation and emotional clarity, the higher the level of resilience.
In conclusion, this work has allowed us to know that the higher the levels of emotional intelligence, the better the resilience capacity of university students. It is therefore interesting to work on a variety of strategies related to emotional education for students to improve their way of dealing with the different situations they face daily as university students, as well as those they will face later on in their working lives.