Influencia de la Inteligencia Emocional en el Rendimiento Académico en Educación Secundaria
The Influence of Emotional Intelligence on Academic Performance in Secondary EducationBarra lateral del artículo
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El objetivo de la presente investigación fue determinar la influencia de la inteligencia emocional en el rendimiento académico en estudiantes de educación secundaria. La investigación fue desarrollada bajo un enfoque cuantitativo, de tipo no experimental, corte transversal y diseño correlacional. La muestra investigada estuvo constituida por un grupo de 139 estudiantes, La cual se estimó para un nivel de confianza del 95% y un error permisible del 5%. En cuanto a las técnicas se utilizaron encuestas estructuradas y como instrumentos fueron empleados la Escala de Inteligencia Emocional y la Escala de Percepción de Rendimiento Académico. Los resultados generales de la Escala de Inteligencia Emocional indican que el 33.8% de los encuestados tiene un nivel insuficiente de inteligencia emocional, mientras que otro 33.8% se clasifica como adecuado y el 32.4% alcanza un nivel excelente. Por otra parte, al aplicar la Escala de Percepción de Rendimiento Académico. Los datos expresan que el 33.8% de los encuestados percibe su rendimiento académico como bajo, mientras que el 33.1% lo considera medio y otro 33.1% lo clasifica como alto. Se concluye que la inteligencia emocional desempeña un papel relevante en el rendimiento académico de estudiantes de secundaria.
The objective of this research was to determine the influence of emotional intelligence on academic performance among secondary education students. The study was conducted under a quantitative, non-experimental, cross-sectional, and correlational design. The sample consisted of 139 students, estimated for a 95% confidence level and a 5% margin of error. Structured surveys were used as the data collection technique, employing the Emotional Intelligence Scale (TMMS-24) and the Academic Performance Perception Scale as instruments. The general results of the Emotional Intelligence Scale indicate that 33.8% of respondents had an insufficient level of emotional intelligence, 33.8% were classified as adequate, and 32.4% achieved an excellent level. Regarding the Academic Performance Perception Scale, 33.8% of participants perceived their academic performance as low, 33.1% as medium, and 33.1% as high. This study confirms that emotional intelligence plays a significant role in the academic performance of secondary school students. It is concluded that emotional intelligence plays a relevant role in the academic performance of high school students.
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