Emotional intelligence and academic performance in undergraduate students

Abstract

El estudio tuvo como objetivo describir la inteligencia emocional y determinar su relación con el rendimiento académico en estudiantes universitarios. Participaron 263 estudiantes, a quienes se les aplicaron diversos instrumentos, entre ellos el cuestionario EQ-i de BarOn para medir la inteligencia emocional. Se encontró un cociente de inteligencia emocional promedio de 46,51, sin diferencias según género, pero sí para cada programa: 62,9 para Economía; 55,69 en Medicina; 54,28 en Psicología y 36,58 para Derecho. Se encontró correlación entre el valor de IE y nota promedio hasta el momento (p = .019), mayor para Medicina (p = .001), seguido de Psicología (p = .066); no se encontró relación en los otros programas. Se presenta un modelo de dependencia cúbica entre coeficiente de inteligencia emocional y rendimiento académico significativo para el total de la población de Medicina y Psicología. Así mismo se encontró dependencia significativa de este coeficiente con programa (p = .000) y semestre (p = .000), aunque esta última presenta tendencia clara solo para Medicina. Los resultados coinciden con los de otros estudios que encuentran correlación entre inteligencia emocional y rendimiento académico. Palabras clave: inteligencia emocional, rendimiento escolar, estudiantes, criterios de admisión escolar.

Positive Psychosocial Factors Associated with the University Student’s Engagement

“…This research is evidence that the performance of students in the academic activities of their professional training is linked to the personal aspects of pupils. Empirical evidence of two positive aspects is presented, such as emotional intelligence [10] and wellbeing [11]. It seems that better academic performance can be reached through activities that improve more than just the knowledge from the students in higher education [51].…”

“…Emotional intelligence is a factor that improves student's performance both inside and outside the school environment. However, it is not the only personal characteristic that is associated with academic success; there is evidence that proves the relationship of the construct called orientation to happiness and academic performance [11]. This factor was proposed by Peterson et al [35], who combine three types of well-being; the two classic facets proposed by Ryan et al [36] the hedonic and the eudaimonic well-being; and flow, a concept took from the theory of Csikszentmihalyi [37].…”

“…There have been many Psychological factors empirically related to school performance, for example, the academic self-concept [10], emotional intelligence [11], and personal well-being [12], among others. These studies focus on the student and are factors that are closely linked to the performance of the university, which is why some institutions of higher education adopt tutoring programs to support their students in personal and academic issues [13,14].…”

Emotional Pedagogy in Blind Students at School and Museum from the Systematic Review

“…We found several studies that analyze emotional intelligence and school performance (Páez Cala & Castaño Castrillón, 2015; Soto et al, 2017; Villoria, 2017) and some studies go further with the incorporation of the creativity variable (Belmonte, 2013; Duarte, 2016; Salamanca, 2016).…”

Propriedades Psicométricas do Mayer-Salovey-Caruso Emotional Intelligence Test - MSCEIT V2.0: Uma Revisão Sistemática da Literatura

“…Com efeito, a investigação tem apontado para a importância da IE na predição da qualidade das relações sociais, desempenho no trabalho, desempenho cognitivo, trabalho emocional, bemestar e sucesso académico (Austin & Saklofske, 2014;Follesdal & Hagtvet, 2013;Lopes, 2016;Lopes, Salovey, & Straus, 2003;Mayer, Roberts, & Barsade, 2008;Mayer, Salovey, Caruso, & Cherkasskiy, 2011;Salessi & Omar, 2016;Schutte, Malouff, Simunek, McKenley, & Hollander, 2002). A IE parece desenvolver-se com o nível de escolaridade, assistindo-se a uma competência crescente no reconhecimento e gestão das emoções e na expressão emocional com a idade e o nível escolar (Cala & Castrillón, 2015;Costa & Faria, 2015;Mayer et al, 2011). Por outro lado, a investigação tem identificado diferenças de género na IE, verificando-se tendencialmente pontuações superiores nas suas provas de avaliação no sexo feminino (Fernandez-Berrocal, Cabello, Castillo, & Extremera, 2012;Joseph & Newman, 2010;Sánchez-Aragón, Retana-Franco, & Carrasco-Chávez, 2008).…”