Acceso usuarios
Martha Luz Páez Cala, José Jaime Castaño Castrillón
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.
The objective of this study was to describe emotional intelligence and to determine its relation to academic performance, and other demographic variables undergraduate students. 263 students participated in the study. Various instruments where used in the investigation including the EQ- I Questionnaire of Baron for the measurement of Emotional Intelligence. An average Emotional Quotient of 46.51 was found in this population. Differences were found between programs but not between genders. This differences observed in programs where of 62.9 for economy, 55.69 for medicine, 54.28 for psychology and 36.58 for law. A correlation was found between the value of the Emotional Quotient, and the average grade (p=.019), which was higher for Medicine (p=.001), and then for Psychology (p=.066), no correlation was found in other faculties. A cubic model of dependency was found between emotional quotient and academic performance, significant for the total population in the Medicine and Psychology faculties.
Furthermore a significant dependency of this coefficient was found with program (p=.000) and academic term (p=.000), although the latter only shows a clear trend for Medicine. There is a correlation between emotional intelligence and academic achievement
