Inteligencia emocional y ajuste psicológico en estudiantes: nivel académico y rama de estudios

Abstract

espanolEl objetivo principal de este estudio ha sido analizar la inteligencia emocional (IE) de 147 estudiantes adultos de distintos niveles educativos. Se realizaron correlaciones de las tres escalas de IE ―percepcion, comprension y regulacion emocional― con variables de personalidad, autoestima, apoyo social y sintomatologia general. La regulacion emocional fue la escala de IE con mayor numero de relaciones, fundamentalmente con responsabilidad, apertura a la experiencia, extraversion, autoestima y apoyo social. No se encontraron diferencias en las puntuaciones de IE entre los tres niveles academicos ―formacion profesional, grado universitario y master universitario―. El contraste entre estudiantes con puntuaciones extremas en cada una de las tres escalas de IE, mostro patrones diferenciales en caracteristicas sociodemograficas, autoestima, apoyo social y sintomatologia general. Ademas, se llevo a cabo un contraste en las escalas de IE, autoestima y apoyo social de aquellos participantes de la muestra original de las ramas de Ciencias Sociales y Ciencias de la Salud, frente a una muestra de estudiantes de Ingenieria Informatica. Estos mostraron menor apoyo social y percepcion emocional. Los presentes hallazgos aportan informacion complementaria a los estudios realizados al respecto, con el fin de implementar intervenciones psicologicas dirigidas a promover la inteligencia emocional entre estudiantes de diferentes niveles academicos. EnglishThe main purpose has been to analyze the emotional intelligence -EI- in 147 adult students, from different academic levels: vocational students, undergraduate students and master’s degree students. The associations of the three EI scales -emotional attention, emotional clarity and emotional repair- with other variables, such as personality, self-esteem, social support and general symptomatology were analyzed. Emotional repair was the EI scale that stablished greater relationships, especially with conscientiousness, openness to experience, extraversion, self-esteem and social support. No differences were found in comparing the EI scores among the three academic levels -vocational students, undergraduate students and master’s degree students-. Some differences were found between those students with extreme scores in EI, on sociodemographic characteristics, self-esteem, social support and general symptomatology. Additionally, a contrast study considering the three scales of IE, self-esteem and social support, between a sample of Computer Engineering students and those participants from the original sample studying Social or Health Sciences, showed less social support and emotional attention among Computer Engineering students than Social or Health Sciences degrees. These findings give complementary information to the research carried out in this regard, in order to implement psychological interventions to promote emotional intelligence among students from different academic levels.