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Abstract
Emotional education, which has historically been addressed mainly in the family environment, constitutes a fundamental need of human beings. However, today it is essential this emotional education also be addressed in educational centers. The comprehensive development of students is a priority in education, and can’t be fully achieved without considering their emotional education. This underlines the importance of designing and implementing educational proposals and programs aimed at the development of emotional intelligence. To carry out these initiatives. It is necessary to have evaluation tools that allow identifying the emotional needs of student, with the purpose of guiding actions towards strengthening their emotional competencies. The aim of this study has been to design and validate an instrument to assess Emotional Intelligence in educational contexts. The study has been carried out with a sample of 915 students from 5th grade to 2nd ESO. A theoretical EI model composed of nine dimensions was proposed where reliability and content validity were analyzed. Content validity was supported through the theoretical foundation and expert judgment, reliability through the calculation of Cronbach's Alpha. For all these reasons, it can be affirmed that the instrument has sufficient psychometric properties to be a valid and reliable evaluation instrument for the study of EI in educational contexts.
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