Inteligencia emocional y rendimiento académico en estudiantes de ingeniería de una universidad privada de Lima
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Date
2019
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Universidad Femenina del Sagrado Corazón
Abstract
Actualmente el mundo laboral requiere de los trabajadores competencias emocionales y cognitivas las cuales, en combinación, podrían predecir el éxito profesional. De esta forma, conocer la relación entre ambas variables en estudiantes universitarios permitiría desarrollar acciones concretas que aseguren el desarrollo adecuado de competencias emocionales y la potencialización del rendimiento académico. Esto incrementaría las probabilidades de empleabilidad de los estudiantes en el futuro. En esta investigación se analizó la relación entre inteligencia emocional y rendimiento académico en un grupo de estudiantes de una universidad privada de la ciudad de Lima. Se contó con una muestra de 153 estudiantes universitarios, con edades entre 16 y 34 años, de los cuales 122 fueron de sexo masculino y 31 de sexo femenino. Los resultados mostraron que no se puede afirmar una relación entre inteligencia emocional y rendimiento académico. Asimismo, se encontró que existen diferencias en las variables carrera y sexo en relación a la inteligencia emocional. Por otro lado, los jóvenes evaluados alcanzaron un cociente emocional total correspondiente al nivel promedio o una capacidad emocional adecuada. Destaca el bajo nivel alcanzado en el subcomponente referido a compromiso y responsabilidad para con la sociedad, cayendo éste en la categoría “capacidad extremadamente subdesarrollada”. Finalmente, la variable rendimiento académico no presenta diferencias en las variables sociodemográficas estudiadas.
Nowadays, the world of work requires that workers have emotional and cognitive skills that, in combination, could predict professional success. In this way, knowing the relationship between both variables in university students would allow to develop concrete actions that ensure the adequate development of emotional competences and the potentiation of academic performance. This would increase the likelihood of employment for students in the future. In this research study, the relationship between emotional intelligence and academic performance was determined in a group of students from a university in the city of Lima. The sample was composed of 153 university students, with ages between 16 and 34 years, distributed in 122 men and 31 women. The results showed that a relationship between emotional intelligence and academic performance can not be affirmed. Likewise, it was found that there are differences in the variables of career and sex in relation to emotional intelligence. On the other hand, the young people evaluated reached a total emotional quotient corresponding to the average level or an adequate emotional capacity. It highlights the low level reached in the subcomponent related to the level of commitment and responsibility with society, which is in the category of "extremely underdeveloped capacity". Finally, the variable of academic performance does not present differences in the sociodemographic variables studied.
Nowadays, the world of work requires that workers have emotional and cognitive skills that, in combination, could predict professional success. In this way, knowing the relationship between both variables in university students would allow to develop concrete actions that ensure the adequate development of emotional competences and the potentiation of academic performance. This would increase the likelihood of employment for students in the future. In this research study, the relationship between emotional intelligence and academic performance was determined in a group of students from a university in the city of Lima. The sample was composed of 153 university students, with ages between 16 and 34 years, distributed in 122 men and 31 women. The results showed that a relationship between emotional intelligence and academic performance can not be affirmed. Likewise, it was found that there are differences in the variables of career and sex in relation to emotional intelligence. On the other hand, the young people evaluated reached a total emotional quotient corresponding to the average level or an adequate emotional capacity. It highlights the low level reached in the subcomponent related to the level of commitment and responsibility with society, which is in the category of "extremely underdeveloped capacity". Finally, the variable of academic performance does not present differences in the sociodemographic variables studied.
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Keywords
Inteligencia emocional, Rendimiento estudiantil, Estudiante universitario, Psicología--Tesis