Inteligencia emocional y rendimiento académico en estudiantes de la Universidad Continental, Huancayo

Abstract

The objective was to determine the relationship between emotional intelligence and academic achievement of the students of the School of Psychology of the Universidad Continental. The work was correlational transactional, in a population of 246 students in the first semester, being the census sample. Applied inventory of Bar-On (I-CE), and data were processed with arithmetic mean, standard deviation, test of “rho” of Spearman and Chi square. In the intrapersonal dimension and academic performance the correlation coefficient is rho =-0,029, in the interpersonal dimension and academic performance the correlation coefficient rho = -0,009, in the dimension adaptability and academic performance the correlation coefficient rho = -0,057, in the management of stress and academic achievement dimension the coefficient of correlation rho = 0,021, in the dimension status mood and academic performance coefficient rho = -0,066. The conflicting results regarding the correlation between emotional intelligence and academic performance occur because so far there is no consensus between what is emotional intelligence, since there are different approaches; some who choose to undertand the EI as a genuine intelligence and others as a mixed model that has a vision that is more oriented to personality variables. It is concluded that direct or significant relationship between the emotional intelligence and academic achievement in the students of the profesional career of Psychology of the Universidad Continental.