Relación entre inteligencia emocional, propensión al abandono de los estudios y percepción del rendimiento académico en estudiantes de segundo, tercero y cuarto semestre medicina de la Universidad Metropolitana de Barranquilla, Colombia
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Fecha
2022
Autores
Coll Peña, Rosario
Torres Canga, Viviana Karina
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Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
Objetivo: Establecer la relación entre la inteligencia emocional, propensión al abandono y
percepción del rendimiento académico en estudiantes de segundo, tercer y cuarto semestre de
medicina de la Universidad Metropolitana de Barranquilla, Colombia. Materiales y métodos:
Participaron 223 alumnos, entre 17 y 27 años (M=18,99; DE=1,56), de los cuales 69,1% fueron
mujeres, 85,7% de estrato socioeconómico medio-bajo, 98,7% solteros y 98,7% sin hijos. Los
participantes diligenciaron una ficha de información sociodemográfica, el Trait Meta-Mood Scale
TMMS-24 (α=0,88), la Escala de Propensión al Abandono (α=0,70) y un cuestionario de
Percepción de Rendimiento Académico. Los instrumentos fueron aplicados a través de un
Formulario de Google y los análisis estadísticos se realizaron con el software IBM SPSS versión
25. Resultados: La comprensión emocional evidenció una asociación negativa con la propensión
al abandono de los estudios (r=-0,165; p=0,014) y positiva con la percepción de rendimiento
académico (r=-0,331; p=0,000). La regulación emocional mostró una correlación negativa con la
propensión al abandono (r=-0,208; p=0,025) y asociaciones positivas significativas con el
rendimiento académico autorreportado (r=0,224; p=0,001) y la percepción de rendimiento
académico (r=0,261; p=0,000).
Objective: To establish the relationship between emotional intelligence, propensity to drop out and perception of academic performance in second, third and fourth semester students of medicine at the Metropolitan University of Barranquilla, Colombia. Materials and methods: 223 students participated, between 17 and 27 years old (M=18.99; SD=1.56), of which 69,1% were women, 85,7% from middle-low socioeconomic income, 98,7% single and 98,7% without children. Participants filled out a sociodemographic information sheet, the Trait Meta-Mood Scale TMMS-24 (α=0.88), the Propensity to Dropout Scale (α=0.70) and a Perception of Academic Performance questionnaire. The instruments were applied through a Google Form and statistical analyzes were performed with the IBM SPSS version 25 software. Results: Emotional clarity shows a negative association with the propensity to dropout of studies (r= -0.165; p= 0.014) and positive correlation with the perception of academic performance (r= -0.331; p= 0.000). Emotional self-regulation showed a negative correlation with the propensity to dropout (r= -0.208; p= 0.025) and significant positive associations with self-reported academic performance (r= 0.224; p= 0.001) and the perception of academic performance (r= 0.261; p = 0.000).
Objective: To establish the relationship between emotional intelligence, propensity to drop out and perception of academic performance in second, third and fourth semester students of medicine at the Metropolitan University of Barranquilla, Colombia. Materials and methods: 223 students participated, between 17 and 27 years old (M=18.99; SD=1.56), of which 69,1% were women, 85,7% from middle-low socioeconomic income, 98,7% single and 98,7% without children. Participants filled out a sociodemographic information sheet, the Trait Meta-Mood Scale TMMS-24 (α=0.88), the Propensity to Dropout Scale (α=0.70) and a Perception of Academic Performance questionnaire. The instruments were applied through a Google Form and statistical analyzes were performed with the IBM SPSS version 25 software. Results: Emotional clarity shows a negative association with the propensity to dropout of studies (r= -0.165; p= 0.014) and positive correlation with the perception of academic performance (r= -0.331; p= 0.000). Emotional self-regulation showed a negative correlation with the propensity to dropout (r= -0.208; p= 0.025) and significant positive associations with self-reported academic performance (r= 0.224; p= 0.001) and the perception of academic performance (r= 0.261; p = 0.000).
Descripción
Palabras clave
Inteligencia emocional, Abandono escolar, Rendimiento académico, Estudiantes de medicina, Emotional intelligence, Student dropouts, Academic performance, Students medical
