Inteligencia emocional y rendimiento académico en estudiantes de bachillerato de un colegio en Azogues

Abstract

In recent years, educators and educational policies include the value of providing teachinglearning opportunities that in turn highlight the development of both emotional and social skills. Therefore, the purpose of this study was to compare emotional intelligence and academic performance in high school students. The research focuses on a quantitative approach with a non-experimental, cross-sectional, correlational design. The students were 159 students from the La Providencia educational unit from Azogues city, selecting by means of a stratified random sampling, divided by the three levels of high school: 50 first, 56 second and 53 third, aged between 14 and 17 years. To quantify the levels of emotional intelligence of adolescents, we will see the inventory of emotional intelligence, the Inventory of Emotional Quotation for Children and Adolescents of BarOn (ICE: NA) in its adaptation for the Latin American population. For the academic performance variable, request the educational unit the student averages and evaluate according to the performance classification of the student evaluation instructions of the Ministry of Education. Regarding the results, it is evident that the men developed the interpersonal component, while the women developed the intrapersonal component. On the other hand, the area of knowledge with the highest performance was Language and Literature, and the area with the lowest score was Mathematics, being the women who obtained the best grades in all areas of development. Results unspecified relationships between students' overall academic performance, emotional intelligence components, and total emotional quotient; however, slight negative relationships were found between the performance of the Language and Literature subject and the development of the intrapersonal, interpersonal components and mood in general.