Relación entre inteligencia emocional y rendimiento académico en estudiantes de octavo grado del Colegio Municipal Aeropuerto
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Fecha
2023
Autores
Vargas González, Mónica María
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La inteligencia emocional es la habilidad y destreza que tiene toda persona para identificar, evaluar y manejar las emociones propias, lo cual se ha demostrado que está asociado con la productividad y el éxito en diferentes ámbitos de la vida y en el desempeño escolar. Por lo tanto, el objetivo de esta investigación es establecer la relación entre la inteligencia emocional y el rendimiento académico en los estudiantes de octavo grado del Colegio Municipal Aeropuerto. Para la metodología se selecciona el paradigma positivista con enfoque cuantitativo, diseño no experimental de corte descriptivo y correlacional. La población corresponde a 175 estudiantes del grado de octavo del Colegio Municipal Aeropuerto, sede Central que está conformado por jóvenes de ambos sexos. El muestreo es probabilístico con una confiabilidad del 95% para seleccionar de forma aleatoria a 120 estudiantes. Se aplica la Escala Trait Meta-Mood Scale (TMMS-24) y los datos de desempeño académico se obtienen de la base de datos de la respectiva institución educativa. El procesamiento de datos se realiza mediante una hoja de cálculo de Microsoft Excel y el programa SPSS v.23 para la aplicación del coeficiente de correlación bajo un nivel de confiabilidad del 95%. En los resultados se logra determinar un bajo nivel de inteligencia emocional en la dimensión de atención, claridad y reparación, siendo el grupo de mujeres las que tienen menor habilidad para manejar las propias emociones frente a lo encontrado en el grupo de hombres. Aunque no se encuentra relación estadística entre el rendimiento académico y las dimensiones de la escala TMMS-24 hay evidencia empírica que indica la necesidad de mejorar la inteligencia emocional para favorecer la productividad y el éxito escolar. Se concluye que una estrategia didáctica basada en inteligencia emocional puede aportar al desempeño académico de los estudiantes y al desarrollo de la competencia de construcción de relaciones pacíficas para la convivencia escolar que dispone el Ministerio de Educación
Emotional intelligence is the ability and skill that every person has to identify, evaluate and manage their own emotions, which has been shown to be associated with productivity and success in different areas of life and in school performance. Therefore, the objective of this research is to establish the relationship between emotional intelligence and academic performance in eighth grade students from Colegio Municipal Aeropuerto. For the methodology, the positivist paradigm is selected with a quantitative approach, a non-experimental design of a descriptive and correlational nature. The population corresponds to 175 students of the eighth grade of the Airport Municipal School, Central headquarters that is made up of young people of both sexes. Sampling is probabilistic with a reliability of 95% to randomly select 120 students. The Trait Meta-Mood Scale (TMMS-24) is applied and the academic performance data is obtained from the database of the respective educational institution. Data processing is done using a Microsoft Excel spreadsheet and the SPSS v.23 program for the application of the correlation coefficient under a 95% confidence level. In the results, it is possible to determine a low level of emotional intelligence in the dimension of attention, clarity and repair, with the group of women being the ones with the least ability to manage their own emotions compared to what was found in the group of men. Although there is no statistical relationship between academic performance and the dimensions of the TMMS-24 scale, there is empirical evidence that indicates the need to improve emotional intelligence to promote productivity and school success. It is concluded that a didactic strategy based on emotional intelligence can contribute to the academic performance of students and to the development of the competence to build peaceful relationships for school coexistence provided by the Ministry of Education.
Emotional intelligence is the ability and skill that every person has to identify, evaluate and manage their own emotions, which has been shown to be associated with productivity and success in different areas of life and in school performance. Therefore, the objective of this research is to establish the relationship between emotional intelligence and academic performance in eighth grade students from Colegio Municipal Aeropuerto. For the methodology, the positivist paradigm is selected with a quantitative approach, a non-experimental design of a descriptive and correlational nature. The population corresponds to 175 students of the eighth grade of the Airport Municipal School, Central headquarters that is made up of young people of both sexes. Sampling is probabilistic with a reliability of 95% to randomly select 120 students. The Trait Meta-Mood Scale (TMMS-24) is applied and the academic performance data is obtained from the database of the respective educational institution. Data processing is done using a Microsoft Excel spreadsheet and the SPSS v.23 program for the application of the correlation coefficient under a 95% confidence level. In the results, it is possible to determine a low level of emotional intelligence in the dimension of attention, clarity and repair, with the group of women being the ones with the least ability to manage their own emotions compared to what was found in the group of men. Although there is no statistical relationship between academic performance and the dimensions of the TMMS-24 scale, there is empirical evidence that indicates the need to improve emotional intelligence to promote productivity and school success. It is concluded that a didactic strategy based on emotional intelligence can contribute to the academic performance of students and to the development of the competence to build peaceful relationships for school coexistence provided by the Ministry of Education.
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Palabras clave
Inteligencia emocional, Rendimiento académico, Atención emocional, Claridad emocional, Reparación de emociones, Emotional intelligence, Academic performance, Emotional attention, Emotional clarity, Emotional repair
