Keywords
e-competences
online behavior
online interaction
collective intelligence
online behavior
online interaction
collective intelligence
How to Cite
Cebollero-Salinas, A., Bautista, P., Cano, J., & Orejudo, S. (2022). E-competences and collective intelligence. Proposals for emotional development in online interactions. Revista Internacional De Educación Emocional Y Bienestar, 2(1), 13–32. https://doi.org/10.48102/rieeb.2022.2.1.21
Abstract
The major function of online interactions in youth development makes it necessary to analyze the role played by emotional skills in that context. In this article, we analyze certain risk behaviors that adolescents can develop: cyberbullying and cyber addiction, which are closely related to the manner in which adolescents manage their emotions in a virtual environment. We subsequently postulate two theoretic approaches that may provide viable alternatives. The first one is e-skills, understood as key personal resources that can help us grasp problematic online behavior: e-skills can be learned. The second approach is based on collective intelligence in online environments, a theoretical paradigm that enables us to research and analyze interactions that take place in large groups. After having conceptualized the two constructs, we present 1) an e-skills model derived from research with adolescent subjects, proposing five types of e-skills: emotional e-conscience, emotional e-regulation, e-self control of impulsiveness, emotional e-autonomy, and social e-competence; and 2) the model of collective intelligence developed by the University of Zaragoza Institute of Research in the Bio-Computing and Physics of Complex Systems (Bifi). The latter tool is useful in helping researchers to ascertain whether a model of online interaction in large groups allows for the development of emotional skills.
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