Competencias emocionales y rendimiento académico en estudiantes universitarios

González, Martha Letícia Gaeta; García, Cristina López

doi:10.6018/reifop.16.2.181031

Cited by 20 publications

(18 citation statements)

References 3 publications

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“…Only Men's Clarity is close to below average, yet still within the average range (M = 25.78, close to M = 26). These results even show better EI than compared with pre-pandemic studies, such as Gaeta-González and López-García [41], which yields ostensibly worse levels. Perhaps the sample, composed of students above 35 years of age, and a more stable and mature professional profile, maybe behind this apparently high EI.…”

Section: Discussionmentioning

confidence: 66%

“…The reduced version uses three dimensions in Spanish (attention, clarity, and repair), which are measured using 24 items in a fivepoint Likert scale (from 1, "totally disagree" to 5, "totally agree"). Fernández-Berrocal and Extremera-López [40] define 'attention' as the basic ability to perceive emotions and feelings; 'clarity' is emotional understanding; 'repair' is emotional regulation [41].…”

Section: Instruments and Variablesmentioning

confidence: 99%

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Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

et al. 2022

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The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.

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Section: Discussionmentioning

confidence: 66%

Section: Instruments and Variablesmentioning

confidence: 99%

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

et al. 2022

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“…This is because there is evidence of the effectiveness of an interpersonal skills intervention program in Brazilian university students to reduce social anxiety (Wagner, Pereira, & Oliveira, 2014). In addition, the need to create comprehensive programs to establish emotional competencies in students has been noted (González & García, 2013), as well as that related to academic adaptation serving as an input for teachers, counselors, or those who lead academic processes. Finally, if there is an opportunity to obtain valid data from the entire population, it will lead to the implementation of improvement proposals in HEIs' institutional development plans.…”

Section: Discussionmentioning

confidence: 99%

College Adaptation Among Colombian Freshmen Students: Internal Structure of the Student Adaptation to College Questionnaire (SACQ)

Donado

Mercado-Peñaloza

Domínguez-Lara

2021

J. New Approaches Educ. Res.

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The aim of this research is to assess the internal structure and reliability of the Student Adaptation to College Questionnaire (SACQ) in a sample comprising 739 students (64% of them women), attending second-half classes at a private university in the Caribbean Region of Colombia. The SACQ is a 67-item self-report that evaluates four aspects related to university adjustment namely, the academic, institutional, social, and personal-emotional areas. To fulfill its goals, different measurement models were assessed through various confirmatory factor analyses, and the results indicate that the Peruvian model (four dimensions, 27 items) has the best statistical adjustment, presenting evidence in support of its internal structure. Similarly, high reliability indicators were obtained, both with regard to the construct and scoring. In conclusion, the SACQ’s psychometric properties are satisfactory as regards its internal structure (tetra-factorial model) and reliability, enabling its use to evaluate adjustment to college life.

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“…No obstante, lo anterior, se obtuvieron puntuaciones altas en "decir no" y "cortar interacciones", así como en "interacciones sociales". Lo que refleja la habilidad de poner límites y de tener iniciativa para comenzar interacciones sociales con otros (Gaeta González & López García, 2013).…”

Section: Análisis: Hábitos De Estudio * Género De Los Estudiantesunclassified

Relaciones de correlación entre los elementos que inciden en la calidad del rendimiento académico y las competencias emocionales en estudiantes de la FAREM-Estelí en el periodo 2013-2016

Peralta¹,

Arzate

2020

Rev. Científica FAREM-Estelí

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El presente artículo tiene como propósito mostrar resultados estadísticos encontrados en la investigación sobre calidad del rendimiento académico y su relación con las competencias emocionales en estudiantes de la FAREM-Estelí en el periodo 2013-2016, en relación a los elementos que inciden en la calidad del rendimiento académico y las competencias emocionales en los y las estudiantes, con el propósito de generar discusión y reflexión que contribuya a la elaboración de una propuesta psicoeducativa que oriente a la mejora de la calidad del rendimiento académico y desarrollo de competencias emocionales en los y las estudiantes universitarios. La investigación se ubica en el marco del paradigma socio crítico de la investigación, con el método hipotético deductivo, y por la relación entre variables de tipo correlacional, desde un enfoque mixto en el que se integran métodos cualitativos y cuantitativos, siendo este último el que forma parte de los resultados. El artículo presenta: introducción, marco teórico, material y método, análisis de resultados, conclusiones, bibliografía.

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Competencias emocionales y rendimiento académico en estudiantes universitarios

Cited by 20 publications

References 3 publications

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

College Adaptation Among Colombian Freshmen Students: Internal Structure of the Student Adaptation to College Questionnaire (SACQ)

Relaciones de correlación entre los elementos que inciden en la calidad del rendimiento académico y las competencias emocionales en estudiantes de la FAREM-Estelí en el periodo 2013-2016

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