Figueroa Pozo, Hilda Mercedes ManuelaSegura Márquez, Carmen Luisa2022-01-222022-01-222021http://hdl.handle.net/20.500.11955/927Se estudia la relación explicativa entre inteligencia emocional – social, estrés y rendimiento académico mediante un modelo integrado por las teorías de inteligencia emocional – social de Bar-On, del estrés de Lazarus y Folkman y el rendimiento académico. La muestra fue constituida por 343 estudiantes de una universidad privada de Lima Metropolitana. El estudio es transversal de tipo explicativo, con la metodología del modelamiento estructural para evaluar la relación entre los constructos y sus dimensiones. Se utilizaron el Cuestionario de Estrés académico (De Pablo, Bailles, Pérez y Valdés, 2002), Inventario de Cociente Emocional (ICE-JA, abreviada, por Ugarriza, 2005), ambos con propiedades psicométricas adecuadas. Los resultados muestran el análisis del ajuste del modelo hipotetizado que alcanza un nivel adecuado, 2(24) = 63.1, CFI = .959, RMSEA = .069, SRMR = .049, sin embargo, el efecto de la Inteligencia emocional en el Rendimiento académico obtuvo un valor cercano al nulo,  = .02, p = .806; por lo que se simplificó el modelo sin el efecto direccional de inteligencia emocional al rendimiento académico, alcanzándose un modelo también con un buen ajuste,  2 (25) = 63.5, CFI = .960, RMSEA = .067, SRMR = .049. En este modelo se verifica una relación inversa de la inteligencia emocional con el estrés,  = -.52, p < .001, y se comprueba la relación inversa del estrés con el rendimiento académico,  = -.30, p < .001.The explanatory relationship between social-emotional intelligence, stress, and academic performance was studied using an integrated model by Bar-On's theories of social-emotional intelligence, Lazarus and Folkman's theories of stress and academic performance. The sample consisted of 343 students from a private university in Metropolitan Lima. The study is cross-sectional of an explanatory type, with the methodology of structural modeling to evaluate the relationship between the constructs and their dimensions. The Academic Stress Questionnaire (De Pablo, Bailles, Pérez, and Valdés, 2002) and Emotional Quotient Inventory (ICE-JA, abbreviated, by Ugarriza, 2005) were used, with appropriate psychometric properties. The results show the analysis of the fit of the hypothesized model that reaches an adequate level, c2 (24) = 63.1, CFI = .959, RMSEA = .069, SRMR = .049, however, the effect of Emotional Intelligence on the Academic performance obtained a value close to null, b = .02, p = .806; Therefore, the model was simplified without the directional effect of emotional intelligence on academic performance, reaching a model also with a good fit, c2 (25) = 63.5, CFI = .960, RMSEA = .067, SRMR = .049. This model verifies the inverse relationship of emotional intelligence with stress, b = -.52, p <.001, and the inverse relationship of stress with academic performance is verified, b = -.30, p < .001.application/pdfspainfo:eu-repo/semantics/openAccesshttps://creativecommons.org/licenses/by-nc-nd/4.0/Inteligencia emocionalEstrés (Psicología)Rendimiento académicoEstudiante universitarioPsicología--TesisEmotional intelligenceStress (Psychology)Academic achievementUniversity studentsinfo:eu-repo/semantics/doctoralThesishttps://purl.org/pe-repo/ocde/ford#5.01.01