Development of Intrapersonal Intelligence: Comparison
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La iInteligencia intrapersonal y laand interpersonal son dos de las ocho inteligencias múintelligence are two of the eight multiples que describe intelligences that Gardner. El primero de ellos se refiere a la capacidad de u describes. The first of them refers to an individuo para comprenderse a sí mismo, sus emocioneal’s ability to understand themselves, their emotions, motivaciones, fortalezas, debilidades y pensamientos. Esta intetions, strengths, weaknesses, and thoughts. This intelligencia tambiéne also incluye la capacidad de pensar en uno mismo y reconocer cómo las acciones ydes the ability to think about oneself and recognize how actions and decisiones afectan a los demás affect others.

  • pre-service teachers
  • active methodologies
  • intrapersonal intelligence
  • reflective awareness
  • self-knowledge
  • wisdom
  • emotional development

1. Introducctióon

ActCualmente se evidencian dirrently, difficultades en materia de ies pertaining to resiliencia en la poblacióe are evident in the population, resultando en dos grandesing in two major health problemas de salud en la población general; además, son cada vez más frecuentes en la población joven desde una edad tempranas in the general population; moreover, they are increasingly prevalent in the young population from an early age [[1]. 1On ].the Por un lado, estas dione hand, these difficultades están asociadas con los trastornosies are associated with mentales y, por otro lado, con la urgencia de autoconocimiento y autogestión en la atención sanitaria disorders, and on the other hand, they are associated with the urgency for self-knowledge and self-management in personal [2healthcare ] [2]. El Thestudio presentado tiene como objetived study aims to contribuir a late to the prevención de estos trastornos y lation of these disorders and the formulación de etion of strategias paraes to promover un estilo de vida saludable y adquirir hábitos que mejoren la salud te a healthy lifestyle and acquire habits that enhance mental en estudianteshealth in universitarioy students [ 3 , 4 ][3][4]. Son divThersos los trastornos de salud mental observados ene are various mental health disorders observed in young adultos jóvenes (en la etapas (at the universitaria), destacando la ansiedady stage), highlighting generalizada y manifestaciones físicas y emocionales como inquietuded anxiety and physical and emotional manifestations such as restlessness, nerviosismoousness, angustia, ansiedad anish, anticipatoria, alteracióny anxiety, cognitivae alteration, etc. Un trastorno mental “afecta la saludA mental disorder “affects mental y laboralhealth and work capacidad y ty and productividadty” [ 5 ][5]. AdFurthemás, existe una altarmore, there is a high prevalencia dee of depresión y altos niveles de estrés entre la población sion and high levels of stress among the universitariay population [ 6 ][6]. EThista situación es preocupante ya que se estima que más de tion is worrisome as more than 260 millones de personas padecen trastornos de ansiedadion people are estimated to suffer from anxiety disorders [ 5 ][5]. La aAnsiedad afecta el bienestar emocxiety affects emotional y también tiene un impacto negativowell-being and has a significativo en la calidad de vida y en el rendimiento académico de los estudiantesnt negative impact on quality of life and on academic performance in universitarios [y students as well 7[7][8]. ,There 8is ].an Es urgente abordar estos problemas asociados a la ansiedad de forma temprana y eficaz, mediante la urgency to tackle these anxiety-associated problems early and effectively, through the implementación de programas detion of specific intervención específicos diseñados para la población joven, como se destaca etion programs designed for young population, as highlighted in varios informes. Un estudio de la OMS sostiene que “los programas deus reports. A WHO study maintains that “anxiety prevención y tratamiento de la ansiedad etion and treatment programs in adolescentes puedes can reducir lae the incidencia de trastornose of mentales a largo plazo disorders in the long term” [ 9 ][9]. EThestose programas deben diseñarse para proporcionar apoyo psicológico y habilidades de afrontamiento y debens should be designed to provide psychological support and coping skills and should be implementarse en todos los entornos educativoed in all educational settings, incluido el entorno ding the universitarioy setting [ 4 ][4].

2.  Inteligencia intra e ira- and Interpersonal y su iIntelligence and Their Influencia en la regulación emocional, el desarrollo ce on Emotional Regulation, Cognitivo y la re Development, and Resilienciae

The work of developing intrapersonal intelligence has a special relevance in the university environment, making it necessary to prepare proposals for its development. Currently, the two most difficult situations that are evident internationally among the young university population are as follows: (a) It has been observed in the classrooms that students exhibit a variety of problems in integrating the curricular contents in a practical and applied way into their learning process. Furthermore, they may have great abilities pertaining to memorizing or retaining information; however, they have low acquisition levels of emotional competencies [10[10][11],11], and thus, they show no comprehensive development during the learning process (at cognitive, emotional, and practical levels). (b) The other situation refers to the lack of development and manifestation of personal competencies, such as emotional self-awareness, an optimal level of self-esteem, demonstration of self-discipline, capacity for conflict resolution (dialogue), practice of metacognition and emotional resilience, and introspection, which are aspects that define the main characteristics of intrapersonal intelligence according to González [12]. All of this information indicates that people with high intrapersonal intelligence (II) have self-awareness and introspection and self-evaluation skills and can analyze their own experiences and emotions using the provided information to improve their lives and achieve their goals. They can also set realistic goals and develop strategies to achieve those goals and be more aware of their own thoughts and emotions, acquiring the ability to regulate them and adapt them to different situations. They are also able to resist social pressure and maintain their own identity and personal values [13].
To tackle the first problem, associated with the form and level of student learning, Howard Gardner’s model [14] proposed a solution using multiple intelligences, demonstrating that there is no single type of intelligence, i.e., different abilities and talents are manifested by a person when their capacity for learning and personal, academic, and sociocultural development is stimulated. Intrapersonal and interpersonal intelligence are two of the eight multiple intelligences that Gardner describes. The first of them refers to an individual’s ability to understand themselves, their emotions, motivations, strengths, weaknesses, and thoughts. This intelligence also includes the ability to think about oneself and recognize how actions and decisions affect others.
Regarding the development of intrapersonal intelligence, there are other theories that offer a unique understanding of intrapersonal intelligence and add value to personal growth and reflection, promoting the ability to know oneself and reflect on one’s experiences and emotions. There are models of intrapersonal intelligence that emphasize that self-awareness, self-regulation, motivation, and personal autonomy are related to success in personal and professional life. Improving intrapersonal intelligence can help in greater management and understanding of emotions and behaviors by focusing on knowledge about oneself and how that perception influences the actions and decisions of one’s mind [15]. A clear understanding of one’s needs and values allows people to take more objective decisions that reflect their identity and principles. According to Sternberg [16], the proposed intrapersonal intelligence model describes people’s ability to understand and regulate their own emotions, thoughts, and motivations, which are essential to achieve personal and professional goals. This intelligence consists of three main skills, i.e., self-awareness, self-regulation, and motivation.
Peter Salovey and John Mayer [17] conducted research on intrapersonal intelligence in the 1990s. They defended the idea that intrapersonal intelligence is a form of intelligence that can be measured and developed with great success [17]. It relates to people’s ability to understand and regulate their own thoughts, feelings, and emotions and how they can use this ability to guide their actions and take effective decisions. Daniel Goleman’s intrapersonal intelligence model [18] consists of four main components, i.e., emotion recognition, emotion easiness, emotion understanding, and emotion regulation. Each of these components is essential and can be developed through education and training.
With the objective of devising a comprehensive approach to “intelligence”, Goleman develops the concept of “interpersonal intelligence” as the cognitive ability related to people’s ability to understand and connect with others. This type of intelligence includes the social need for acquiring the ability to recognize the feelings and needs of others and the ability to establish and maintain positive social relationships. People with high interpersonal intelligence have an excellent ability to communicate effectively, resolve conflicts constructively, have teamwork skills, and lead groups successfully. Interpersonal intelligence is essential for success in both your personal and professional life, as most relationships are usually based on your ability to interact and connect effectively with others. It seems that people with high interpersonal intelligence understand the emotions of those around them, which favors their appropriate responses in social environments. They notice and comprehend non-verbal communication, reading gestures, facial expressions, and the tone of voice, which allows them to accurately interpret the emotions of others [19].

3. Emotional Regulation and Its Relationship with Psychological Well-Being

Considering the multifactorial development of a person from an adaptive perspective when facing diverse life experiences, the person’s negative interpretation of some emotional stimuli can indicate threat, especially during social interactions, and the cognitive processing capacity of sadness, anger, etc., and of other emotional information plays a decisive role in the adaptability of an individual in their social life [20,21][20][21]. People deal with interpersonal challenges in the academic environment, including the university environment [22] and in several work scenarios. These challenges are real and should be effectively handled by people and their communities.
SeAccordingún los to the postulados de la ciencia del desarrollo, parece que no existe una etapates of developmental science, it seems that there is no exclusiva en el desarrollo del sere stage in the development of the humano que sea más propicia que aquella que fomenta las capacidades being that is more conducive than the one that fosters basic personales básicas. Trabajar sobre la base del conocimiento de las ciencias biológicas y el comportamiento capabilities. Working on the basis of knowledge from the biological sciences and humano, junto con la behavior, together with the implementación de la resolución de tion of intra- and interpersonal problemas-solving/conflictos intra e interpersonales e resolution in situaciones, apunta hacia soluciones más efectivas para enfrentar lations, points towards more effective solutions to confront adversidadty [22 ] [22]. DeIn esta manera, lathis way, emotional regulación emocional puede ayudar al desempeño y mejora detion can help the performance and improvement of variables como lasuch as resiliencia, entendida como ele, which is understood as the proceso de adaptación adecuada (logrando un equilibrioss of adapting appropriately (achieving a personal yand social) en el balance) in the contexto de of adversidadty [ 23 ] [23]. SeAccordingún to Rutter [ 24 ][24], la resiliencia implica unae involves a dynamic interacción dinámica entre factorestion between internos yal and externos queal factors that incluyen, entre otros, lade, among others, emotional regulación emocional y la tion and coping capacidad de afrontamiento, observándose mejoras en laty, with improvements in resiliencia debido a la inteligencia intere observed due to inter- and intrapersonal e intrapersonal específicamente en estudiantesintelligence specifically in universitarioy students [25 ] [25]; sin howevembargo, el trabajo de r, Rutter es a’s work is applicable a cualquierto any age edad [ 26 , 27 ][26][27].

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