Relationship between emotional competencies and resilience in the professional training of the graduate in Psychology-Pedagogy

Abstract

The professional training of Pedagogy-Psychology graduates requires a comprehensive approach that not only considers technical or professional competencies, but also considers the development of emotional competencies aligned with excellent performance in the workplace as relevant, according to the professional model. In addition, the development of resilience in these students becomes a protective factor for managing stress. The general objective of this article is to analyze the relationship between emotional competencies and resilience in third-year Pedagogy-Psychology students at UNAH. The study is empirical-analytical, with a quantitative approach and a descriptive and correlational scope. The instruments used were the Inventory of Emotional Competencies (ICEL) and the Reduced Resilience Scale (CD-RISC10). SPSS version 22 was used for data analysis. The results found show that 100 % of the students present an average level in the development of their emotional skills, while 62.5% present an average level in the development of resilience and 37.5% a low level. The results show a high, statistically significant direct correlation between the variables. The conclusions suggest the need to design a methodology for developing emotional competencies and resilience in these students in order to improve the quality of their professional training.