Clima sociofamiliar e inteligencia emocional en estudiantes de secundaria de una institución educativa particular
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Date
2023
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Universidad Femenina del Sagrado Corazón
Abstract
El presente estudio tuvo como finalidad analizar la asociación entre clima social familiar y la inteligencia emocional en estudiantes de secundaria de una institución educativa privada del distrito de Lurín (Lima). La muestra estuvo conformada por 92 estudiantes de ambos sexos cuyos rangos de edad oscilaron
entre 12 y 16 años. La investigación fue de nivel relacional, tipo básico y diseño no experimental-correlacional. Para la recolección de datos se utilizaron: La Escala de Clima Social de la Familia (Ruiz y Guerra, 1993) y el Inventario de inteligencia emocional de Bar-On ICE:NA (Ugarriza y Pajares, 2006). Los
resultados evidenciaron que existe una relación directa, significativa y de magnitud grande entre el clima social familiar y la inteligencia emocional (rs = .658; p < .01), lo que implica que cuanto mejor es el clima sociofamiliar mayor es el nivel de la inteligencia emocional. Asimismo, existe relación significativa entre
cada una de las dimensiones del clima familiar y la inteligencia emocional (p < .01). Dichos hallazgos permiten proponer programas de intervención y promoción para optimizar el clima familiar y las habilidades emocionales de los estudiantes de secundaria.
The purpose of this study was to analyze the association between family social climate and emotional intelligence in high school students from a private educational institution in the district of Lurín (Lima). The sample consisted of 92 students of both sexes whose age ranged from 12 to 16 years old. The research was relational, basic type and non-experimental-correlational design. The Family Social Climate Scale (Ruiz and Guerra, 1993) and the Bar-On ICE:NA Emotional Intelligence Inventory (Ugarriza and Pajares, 2006) were used for data collection. The results showed that there is a direct, significant and large relationship between family social climate and emotional intelligence (rs = .658; p < .01), which implies that the better the family social climate, the higher the level of emotional intelligence. Likewise, there is a significant relationship between each of the dimensions of family climate and emotional intelligence (p < .01). These findings allow us to propose intervention and promotion programs to optimize the family climate and the emotional skills of high school students.
The purpose of this study was to analyze the association between family social climate and emotional intelligence in high school students from a private educational institution in the district of Lurín (Lima). The sample consisted of 92 students of both sexes whose age ranged from 12 to 16 years old. The research was relational, basic type and non-experimental-correlational design. The Family Social Climate Scale (Ruiz and Guerra, 1993) and the Bar-On ICE:NA Emotional Intelligence Inventory (Ugarriza and Pajares, 2006) were used for data collection. The results showed that there is a direct, significant and large relationship between family social climate and emotional intelligence (rs = .658; p < .01), which implies that the better the family social climate, the higher the level of emotional intelligence. Likewise, there is a significant relationship between each of the dimensions of family climate and emotional intelligence (p < .01). These findings allow us to propose intervention and promotion programs to optimize the family climate and the emotional skills of high school students.
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Keywords
Psicología--Tesis, Medio familiar, Inteligencia emocional, Family environment, Emotional intelligence