Comparative analysis of emotional competency models in education: Mayer and Salovey, Goleman and Bar-On

Abstract

The aim of this article was to compare the theoretical models of Mayer and Salovey, Goleman, and Bar-On regarding the development and assessment of emotional competencies in educational contexts. The methodology consisted of a theoretical review and comparative analysis, identifying similarities, differences, and limitations of each approach. Mayer and Salovey stood out for their structure based on specific emotional skills, Goleman for his practical focus on social competencies, and Bar-On for his comprehensive perspective centered on overall well-being. The results showed that all three models recognize the relevance of emotional competencies in education, although they differ in terms of applicability and scope. Mayer and Salovey provide a scientific foundation for measuring emotional skills; Goleman expands the concept to include practical competencies, and Bar-On emphasizes the importance of well-being as an essential part of learning. It was concluded that integrating these approaches allows for the development of more robust educational programs, the design of context-specific assessment tools, and the promotion of inclusive emotional education. This combination facilitates a comprehensive response to the emotional needs of students and teachers, preparing new generations for the emotional and social challenges of the 21st century.