Niveles de inteligencia emocional en estudiantes que cursan octavo de educación general básica y segundo de bachillerato de la Unidad Educativa Remigio Romero y Cordero, septiembre 2024-febrero 2025

Abstract

Emotional Intelligence (EI), widely researched for its relevance to the holistic development of individuals. This quantitative, non-experimental, cross-sectional study aimed to describe the EI levels of 75 students from the eighth grade of elementary education and the second year of high school Remigio Romero y Cordero during the 2024-2025 academic period. A sociodemographic form and the BarOn ICE: NA Emotional Intelligence Inventory were used as instruments. The results indicate that 60% of participants have adequate EI, 16% display high levels, 16% show low levels, 5.33% are deficient, and 2.67% exhibit deficient emotional capacity. No significant differences were found in EI levels based on academic level, gender, age, or religion. However, family relationships demonstrated a noteworthy influence on EI levels. Among the dimensions evaluated, adaptability was the strongest, while stress management scored the lowest. In conclusion, 76% of students exhibit adequate EI, with family relationships emerging as an essential factor in emotional development. These findings underscore the importance of strengthening the socio-affective environment to enhance this critical skill.