Inteligencia Emocional en Secundarias Públicas: Escudo Emocional para una Adolescencia Resiliente
Emotional Intelligence in Public High Schools: A Protective Barrier for Adolescent Resilience
DOI:
https://doi.org/10.56712/latam.v6i2.3731Palabras clave:
inteligencia emocional, autolesiones no suicidas, brechas sistémicasResumen
La situación de vivencia escolar en la vida de la salud cognitiva conjuntamente con sus habilidades comunicativas cognitivas parentales situacionales, Al analizar el rol de la IE como termostato psicosocial en adolescentes, evaluando su capacidad para amortiguar el impacto de entornos disruptivos, como mitigador de conductas de riesgo. La revisión sistemática de estudios cuantificables e interpretativos, exploran la reciprocidad entre IE, salud mental y factores contextuales, se integraron análisis estadísticos multivariados, modelos de mediación y datos de biomarcadores fisiológicos, junto con narrativas digitales para capturar emociones en tiempo real. La IE explica el 47% de la varianza en bienestar subjetivo (Tabla 3), reduce la ideación suicida mediante apoyo social (β = -0.28; Tabla 1) y correlaciona inversamente con depresión (r = -0.45) y ansiedad (r = -0.52; Tabla 2). Factores sistémicos modulan su impacto: el clima escolar potencia su efecto (p < 0.05; Tabla 1), mientras brechas socioeconómicas (F = 7.55; Tabla 6) y de género (F = 4.12) limitan su desarrollo. La desconexión institucional triplica riesgos: adolescentes con baja IE tienen 2.3 veces más probabilidades de presentar conductas autolesivas no suicidas (IC 95%: 1.5-3.1; Tabla 8). Tecnológicamente, biomarcadores y narrativas digitales detectan la habilidad emocional en tiempo real, mientras diferencias en uso de medios entre adolescentes con alto vs. bajo bienestar (85.2 vs. 72.6; p < 0.01; Tabla 7) revelan disparidades conductuales. Los datos exigen un modelo ecológico: apps con biofeedback (micro), redes comunitarias (meso) y políticas públicas (macro), priorizando la IE como derecho fundamental en entornos adversos.
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