Inteligencia emocional y creatividad

Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum

Brackett, M. A., Rivers, S. E., Reyes, M. R., & Salovey, P. (2012). Enhancing academic performance and social and emotional competence with the RULER feeling words curriculum. Learning and Individual Differences, 22(2), 218-224. Recuperado de http://ei.yale.edu/wp-content/uploads/2013/09/pub185_LAIDarticle_2012.pdf

Emotion

Cacioppo, J.T.; Gardner, W.L. (1999). Emotion. Annual Review of Psychology, 50, 191-214. doi:10.1146/annurev.psych.50.1.191

A simple method for determining unsaturated conductivity from moisture retention data

Campbell, G. S. (1974). A simple method for determining unsaturated conductivity from moisture retention data. Soil science, 117(6), 311-314. doi: 10.1097/00010694-197406000-00001

Effects of an emotional intelligence intervention on aggression and empathy among adolescent boys and girls

Castillo, R., Salguero J.M., Fernández-Berrocal, P y Balluerka, N. (2013). Effects of an emotional intelligence intervention on aggression and empathy among adolescent boys and girls. Journal of Adolescence, 36, 883-892. doi: 10.1016/j.adolescence.2013.07.001

Emotional intelligence is a protective factor for suicidal behavior

Cha, C., y Nock, M. (2009). Emotional intelligence is a protective factor for suicidal behavior. Journal of the American Academy of Child & Adolescent Psychiatry, 48, 422-430. doi: 10.1097/CHI.0b013e3181984f44

Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition.

Csikszentmihalyi, M. (1988). Motivation and creativity: Toward a synthesis of structural and energistic approaches to cognition. New Ideas in psychology, 6(2), 159-176. doi: 10.1016/0732-118X(88)90001-3

Introduction to the special section on the structure of emotion

Diener, E. (1999). Introduction to the special section on the structure of emotion. Journal of Personality and Social Psychology, 76, 803-804. doi: 10.1037//0022-3514.76.5.803

The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., y Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82, 405-432. doi: 10.1111/j.1467-8624.2010.01564.x

Constants across cultures in the face and emotion

Ekman, P. y Friesen, W.V. (1971). Constants across cultures in the face and emotion. Journal of Personality and Social Psychology, 17, 124-129. doi: 10.1037/h0030377

Improving classroom quality with the ruler approach to social and emotional learning: Proximal and distal outcomes

Hagelskamp, C., Brackett, M. A., Rivers, S. E., & Salovey, P. (2013). Improving classroom quality with the ruler approach to social and emotional learning: Proximal and distal outcomes. American Journal of Community Psychology, 51(3-4), 530-543. Recuperado de http://ei.yale.edu/wp-content/uploads/2013/09/How-RULER-Improves-Classroom-Culture.pdf

The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes

Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79 (1), 491-525. Recuperado de http://bottemabeutel.com/wp-content/uploads/2014/01/Jennings-Greenberg_Teacher-social-and-emotional-competence.pdf

Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments

Lucas, B., G. Claxton, and E. Spencer (2013). Progression in Student Creativity in School: First Steps Towards New Forms of Formative Assessments. OECD Education Working Papers, 86. doi: 10.1787/5k4dp59msdwk-en

Human Abilities: Emotional Intelligence

Mayer, J. D., Roberts, R. D., y Barsade, S. G. (2008). Human Abilities: Emotional Intelligence. Annual Review of Psychology, 59, 507-536. doi:10.1146/annurev.psych.59.103006.093646

Emotional intelligence and social and academic adaptation to school

Mestre, J. M., Guil, R., Lopes, P. N., Salovey, P., y Gil-Olarte, P. (2006). Emotional intelligence and social and academic adaptation to school. Psicothema, 18 (supl.), 112-117. Recuperado de http://www.psicothema.com/psicothema.asp?id=3285

Anger and anger coping: a study of attributional styles

Pérez Nieto, M. A.; Camuñas, N.; Cano Vindel, A.; Miguel Tobal, J.J. e Iruarrizaga, I. (2000). Anger and anger coping: a study of attributional styles. Studia Psychologica,42, 289-302. Recuperado de
https://www.researchgate.net/profile/Antonio_Cano-Vindel/publication/310951615_Anger_and_anger_coping_A_study_of_attributional_styles/links/583b110408ae3d9172412a21/Anger-and-anger-coping-A-study-of-attributional-styles.pdf?origin=publication_list

Short- and mid-term effects of emotional intelligence training on adolescent mental health

Ruiz-Aranda, D., Castillo, R., Salguero, J.M., Cabello, R., Fernández-Berrocal, P. y Balluerka, N. (2012). Short- and mid-term effects of emotional intelligence training on adolescent mental health. Journal of Adolescent Health, 51, 462-467. doi: 10.1016/j.jadohealth.2012.02.003

Culture and the categorization of emotions

Russell, J.A. (1991a). Culture and the categorization of emotions. Psychological Bulletin, 110, 426-450. Recuperado de https://www2.bc.edu/james-russell/publications/psyc-bull1991.pdf

The contempt expression and the relativity thesis

Russell, J.A. (1991b). The contempt expression and the relativity thesis. Motivation and Emotion, 15, 149-168. doi: 10.1007/BF00995675

Emotion knowledge: Further exploration of a prototype approach

Shaver, P., Schwartz, J., Kirson, D. y O´Connor (1987). Emotion knowledge: Further exploration of a prototype approach. Journal of Personality and Social Psychology, 52, 1061-1086. Recuperado de https://www.researchgate.net/profile/Phillip_Shaver/publication/19562788_Emotion_Knowledge_Further_Exploration_of_a_Prototype_Approach/links/549db3ba0cf2d6581ab64071/Emotion-Knowledge-Further-Exploration-of-a-Prototype-Approach.pd

Implicit theories of intelligence, creativity and wisdom

Sternberg, R. (1985). Implicit theories of intelligence, creativity and wisdom. Journal of Personality and Social Psychology, 49, 607-627. doi: 10.1037/0022-3514.49.3.607

Scientific creativity: A short overview

Stumpf, H. (1995). Scientific creativity: A short overview. Educational Psychology Review, 7(3), 225-241. Recuperado de http://cty.jhu.edu/research/docs/pub/scientificcreativity.pdf

Creative problem solving: Overview and educational. Implications

Treffinger, D.J. (1995). Creative problem solving: Overview and educational. Implications. Educational Psychological Review, 7, 301-312. doi: 10.1007/BF02213375

A cognitive (attribution) -emotion-activation model of motivated behavior. Analysis of judgements of helpgiving

Weiner, B. (1980). A cognitive (attribution) -emotion-activation model of motivated behavior. Analysis of judgements of helpgiving. Journal of Personality and Social Psychology, 39, 186-200. Recuperado de https://www.mcgill.ca/engage/files/engage/model_of_atributions_weiner_1980.pdf

Outstanding and average teachers of the gifted: A comparative study

Whitlock, M. S., & DuCette, J. P. (1989). Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33(1), 15-21. doi: 10.1177/001698628903300103

The Emotional Intelligence, Health, and Well‐Being Nexus: What Have We Learned and What Have We Missed?

Zeidner, M., Matthews, G., & Roberts, R. D. (2012). The Emotional Intelligence, Health, and Well‐Being Nexus: What Have We Learned and What Have We Missed?. Applied Psychology: Health and Well‐Being, 4(1), 1-30. doi: 10.1111/j.1758-0854.2011.01062.x

Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children

Zeman, J. E., Shipman, K., y Suveg, C. (2002). Anger and sadness regulation: Predictions to internalizing and externalizing symptoms in children. Journal of Clinical Child and Adolescent Psychology, 31, 393-398. doi: 10.1207/S15374424JCCP3103_11