scholarly journals INCIDENCIA DE LA INTELIGENCIA EMOCIONAL EN EL RENDIMIENTO ACADÉMICO DE LOS ESTUDIANTES UNIVERSITARIOS

2018 ◽  
Vol 3 (3) ◽  
pp. 35
Author(s):  
Letty Araceli Delgado Cedeño ◽  
Maria Elena Mendoza Vélez ◽  
Byron Xavier Reinoso Mendoza
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Professional Training ◽  
Educational Process ◽  
Psychological Characteristics ◽  
Academic Context ◽  
Palabras Clave ◽  
Bienestar Psicologico ◽  
Estudiantes Universitarios

El rendimiento académico supone una evaluación del conocimiento adquirido y la capacidad de respuesta que manifiesta el educando ante los estímulos del proceso educativo, está ligado a la aptitud, capacidades, características psicológicas desarrolladas y actualizadas por el educando a través del proceso de enseñanza-aprendizaje que posibilitara la obtención de un buen logro académico. Por consiguiente se presentan dificultades que inciden en el rendimiento escolar y con ella las emociones como componentes afectivos, cognitivos, motivacionales y expresivos dentro del contexto académico. Por tal razón, se propone como objetivo valorar la incidencia de la inteligencia emocional en el rendimiento académico de los estudiantes universitarios considerando la importancia que tiene la inteligencia emocional en el desarrollo de la autoconciencia, bienestar psicológico y aprendizaje significativo, se exponen conceptos de inteligencia emocional propuesto por expertos, características, entre otros, de tal forma que permita relevar la formación integral del estudiante y contribuya en la formación de profesionales en el pensar, sentir y actuar de manera congruente y ajustada a la realidad. Por ello, es prescindible hacer un estudio en cuanto a la valoración sobre el tema propuesto que contribuya a elevar el nivel personal y profesional. PALABRAS CLAVE: Rendimiento académico; inteligencia emocional; formación integral y profesional. INCIDENCE OF EMOTIONAL INTELLIGENCE IN THE ACADEMIC PERFORMANCE OF UNIVERSITY STUDENTS ABSTRACT  The academic performance implies an evaluation of the acquired knowledge and the capacity of response that manifests the educating in front of the stimuli of the educational process, it is linked to the aptitude, capacities, psychological characteristics developed and Updated by the educating through the teachinglearning process that will make it posible to obtain a good achievement Academic. Consequently, there are difficulties affecting school performance and with it emotions as affective, cognitive, motivational and expressive components with in the academic context. For this reason, it is proposed as objective to investigate the incidence of emotional intelligence in the academic performance of university students considering the importance of emotional intelligence in the development of self-consciousness, Psychologicalwell-being and Meaningful learning, there are concepts of emotional intelligence proposed by experts, characteristics, among others, in such a way that it allows to relieve the integral formation of the student and contribute to the training of professionals in the thinking, feel and act in a way that is congruent and adjusted to reality. It proposes a pedagogical alternative that reinforces the professional training of the students of theTechnical University of Manabí. KEYWORDS: Performance; Emotional intelligenc; integral and professional training.

scholarly journals Influencia de la ansiedad en la formación inicial del maestro de educación infantil / / / \ \ \ Influence of anxiety on the initial training of early childhood teachers

2021 ◽  
pp. 392
Author(s):  
María-Camino Escolar-Llamazares ◽  
Cristina Di Giusto Valle ◽  
Isabel Luis Rico ◽  
Tamara De la Torre Cruz ◽  
Esther Ruiz Palomo ◽  
...  
Keyword(s):  
Early Childhood ◽  
Academic Performance ◽  
Early Childhood Education ◽  
University Students ◽  
Teaching Performance ◽  
Childhood Education ◽  
Castilla Y Leon ◽  
Palabras Clave ◽  
The Future ◽  
Estudiantes Universitarios

R Resumen: Es conocido que la ansiedad interfiere en el rendimiento académico de los estudiantes universitarios y, por lo tanto, disminuye la adecuada adquisición de las competencias -genéricas y específicas- que los distintos grados universitarios establecen. La adquisición de dichas competencias se puede ver beneficiada de la implementación de metodologías activas que ayuden a configurar el futuro desempeño docente de los estudiantes de educación, contribuyendo al desarrollo de una educación para el desarrollo sostenible. El objetivo principal de este trabajo fue evaluar cómo afecta la ansiedad en la adquisición de dichas competencias en 23 alumnas del grado en Maestro de Educación Infantil de una universidad pública de Castilla y León durante el curso académico 2019-2020. Se concluye que la aplicación de metodologías activas contribuye a la correcta adquisición de las competencias en estudiantes universitarias, lo que fomenta su futuro desempeño docente y en consecuencia la futura promoción de la sostenibilidad. Igualmente, se concluye que la ansiedad interfiere en una correcta adquisición de las competencias, disminuyendo el rendimiento académico. Por lo tanto, como implicación teórica se sugiere la necesidad de renovar y reformular los planes universitarios para incluir competencias de sostenibilidad en el aprendizaje y de manejo de emociones.   Palabras clave: estudiantes universitarios, educación infantil, competencias, rendimiento académico, sostenibilidad. Abstract: It is known that anxiety interferes with the academic performance of university students and, therefore, diminishes the adequate acquisition of the competences (generic and specific) that the different university degrees establish. The acquisition of these skills can benefit from the implementation of active methodologies that help shape the future teaching performance of education students. This aspect will contribute to the development of an education for sustainable development. The main objective of this work was to evaluate how anxiety affects the acquisition of these competences in 23 students of the degree in Early Childhood Education Teacher from a public university in Castilla y León during the 2019-2020 academic year. It is concluded that the application of active methodologies contributes to the correct acquisition of competences in university students, which encourages their future teaching performance and consequently the future promotion of sustainability. Likewise, it is concluded that anxiety interferes in the correct acquisition of competences, reducing academic performance in the whole of the subject. Therefore, there is a need to renew and reformulate university plans to include sustainability competencies in learning and emotion management.   Key words: university students, early childhood education, skills, academic performance, sustainability.

scholarly journals Relación entre inteligencia emocional y rendimiento académico en estudiantes universitarios peruanos

2021 ◽  
pp. 69-79
Author(s):  
Dany Isela Idrogo Zamora ◽  
José Ander Asenjo-Alarcón
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Interpersonal Relationships ◽  
International Studies ◽  
Cross Sectional ◽  
Data Collection Sheet ◽  
Weighted Score ◽  
High Emotional Intelligence ◽  
Estudiantes Universitarios

Emotional intelligence is the set of capacities that allow a student to properly manage their emotions and interpersonal relationships, when subjected to stressful situations, such as the educational environment; in which they have to deal with internal and external conflicts for good academic performance. The research aimed to relate emotional intelligence and academic performance in students of the National Autonomous University of Chota, Peru. The study was descriptive correlational, not cross-sectional experimental, and it worked with 325 university students who signed the informed consent, after knowing the purpose of the research; emotional intelligence was determined with the BarOn ICE Emotional Intelligence Test and academic performance with a data collection sheet. The results show a higher proportion of university students with high emotional intelligence (51.1%) and average academic performance of 12.59 ± 1.17 weighted score, results similar to those reported by various national and international studies. It is concluded that there is a statistically significant relationship between emotional intelligence, the adaptability dimension and the academic performance of university students (p = 0.043 and p = 0.021).

scholarly journals Socio-Emotional Variables Linked to the Consumption of Drugs amongst University Students of Social Sciences: A Pilot Study

2021 ◽  
Vol 18 (9) ◽  
pp. 4502
Author(s):  
José Luis Rodríguez-Sáez ◽  
Luis J. Martín-Antón ◽  
Alfonso Salgado-Ruiz ◽  
Miguel Ángel Carbonero
Keyword(s):  
Social Support ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Regression Model ◽  
Household Survey ◽  
Predictive Variables ◽  
Cannabis Consumption ◽  
And Gender ◽  
Mood Scale

This descriptive and transversal study, carried out on an intentional sample of 211 subjects who were split in terms of their consumption of psychoactive substances over the last month and who were aged between 18 and 28 (M = 21.36, and SD = 1.90), aimed to explore the emotional intelligence, perceived socio-family support and academic performance of university students vis-à-vis their consumption of drugs and to examine the link between them. The goal was to define university student consumer profile through a regression model using the multidimensional Perceived Social Support Scale (EMAS) and the Trait Meta Mood Scale-24 (TMMS-24) as instruments, together with academic performance and gender. The results report alcohol, tobacco, and cannabis consumption rates that are above the levels indicated by the Spanish household survey on alcohol and drugs in Spain (EDADES 2019) for the 15–34-year-old age range in Castilla y León. A certain link was observed between the consumption of substances and academic performance, although no differences were seen in academic performance in terms of consumer type. There was also no clear link observed between emotional intelligence and academic performance or between social support and academic performance. The predictive contribution of the variables included in the regression model was low (9%), which would advocate completing the model with other predictive variables until more appropriate predictability conditions can be found.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Communication Improvement within the Education Process and Emotional Intelligence Development

2015 ◽  
Vol 3 (5) ◽  
pp. 163-175
Author(s):  
Adrian Sonea ◽  
Ovidiu Niculae Bordean ◽  
Eugenia Câmpeanu Sonea
Keyword(s):  
Emotional Intelligence ◽  
Professional Training ◽  
Educational Process ◽  
Communication Process ◽  
Current Phase ◽  
North West ◽  
Teacher Student ◽  
Education Process

Both the authors’ previous experience and the devoted literature highlight the particular role of teacher-student communication for the quality of graduates’ professional development and education. The research presented herein is based on a sociological survey conducted in a large university from north-west Romania, on more than 600 Economics Master’s students.The chief goal of our research is to determine efficient ways to improve the student training provided by the master programmes in Economics, by means of a better stimulation on the part of the teachers, a more efficient teacher – student communication, a better quality of the teaching materials employed and a greater relevance of the educational content for the particular area of specialisation pursued.After an initial review of the material resulted from the sociological survey, we continued to analyse the results in relation to the tiers of the communication process, the role of groups in the learning process and of the education process in the development of emotional intelligence.Within the current phase of our study, the underlying hypotheses are:(1) The training of Economics and Business Administration students provides them with opportunities of professional specialisation, while developing skills and abilities useful in everyday life.(2) The students’ training in Economics also entails an implicit educational process, which supports the development of their emotional intelligence.(3) Multiculturalism bears manifold benefits, both in terms of specialist professional training and on graduates’ attitudes and behaviour in the social life.This study allowed us to validate the hypotheses and to draw some interesting conclusions for the education of students enrolled in the university surveyed.

scholarly journals Motor skills as a predictor of academic performance | La aptitud motriz como predictor del rendimiento académico

2021 ◽  
Vol 14 (28) ◽  
pp. 57-64
Author(s):  
José Eduardo Molina Arriola ◽  
Victor Osiris Rodriguez Cervantes ◽  
Julio Cesar Lozano Flores ◽  
Luis Quintana Rivera ◽  
José Moncada Jimenez ◽  
...  
Keyword(s):  
Academic Performance ◽  
Physical Education ◽  
University Students ◽  
Motor Skills ◽  
Weighted Average ◽  
First Year ◽  
Regression Analyses ◽  
First Year Students ◽  
First Year University ◽  
Estudiantes Universitarios

Este estudio tuvo como objetivo determinar la asociación entre la aptitud motriz de estudiantes universitarios de primer ingreso y su desempeño académico en los dos periodos lectivos de inicio de la carrera de Educación Física, Deporte y Recreación. Participaron 83 voluntarios (Hombres = 60, Mujeres = 23) de la Universidad Veracruzana, México. La aptitud motriz se evaluó con ocho pruebas y el rendimiento académico se midió con el promedio ponderado de dos periodos consecutivos. Los análisis de regresión múltiple mostraron que el salto sin carrera (modelo 1), y gimnasia y encestes de baloncesto (modelo 2) predicen el rendimiento académico. En conclusión, la aptitud motriz predice parcialmente el rendimiento académico en estudiantes de primer ingreso.AbstractThe purpose of this study was to determine the association between the motor skills of first-year university students and their academic performance in the two initial academic terms of the Physical Education, Sports and Recreation degree. Eighty-three volunteers participated (Men = 60, Women = 23) from the Universidad Veracruzana, Mexico. Motor skills were evaluated with eight tests and academic performance was measured with the weighted average of two consecutive terms. Multiple regression analyses showed that standing jumping (model 1), and gymnastics and effective basketball throws (model 2) predicted academic performance. In conclusion, motor skills partially predict academic performance in first-year students

scholarly journals Relación entre el nivel de actividad física, uso de videojuegos y rendimiento académico en estudiantes universitarios | Relationship between physical activity level, use of video games and academic performance in university students

2020 ◽  
Vol 13 (26) ◽  
pp. 64
Author(s):  
Bernardino Javier Sánchez-Alcaraz Martinez ◽  
Alba Sánchez-Díaz ◽  
Manuel Alfonso-Asencio ◽  
Javier Courel-Ibáñez ◽  
Alejandro Sánchez-Pay
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Video Games ◽  
University Students ◽  
Physical Activity Level ◽  
Study Data ◽  
Activity Level ◽  
Average Grade ◽  
Educación Primaria ◽  
Estudiantes Universitarios

Una de las causas atribuibles a la reducción de los niveles de práctica de actividad física en jóvenes es el aumento del uso de los videojuegos. El objetivo de este estudio fue conocer el nivel de práctica de actividad física y su relación con el uso de videojuegos y el rendimiento académico en estudiantes universitarios. Ochenta y siete estudiantes (edad = 20 ± 6 años, 42 hombres y 45 mujeres) pertenecientes al Grado en Ciencias de la Actividad Física y del Deporte y al Grado de Educación Primaria participaron en el estudio. La recogida de datos serealizó medianteloscuestionariosPhysician-based Assessment and Counseling for Exercise yel Cuestionariode Experiencia Relacionada conlos Videojuegos. El rendimiento académico se analizó mediante la nota media de los estudiantes. Los resultados mostraron una relación positiva entre el nivel de actividad física y el rendimiento académico (a mayor actividad física, mayor nota media), al igual que entre el nivel de actividad física y el uso de videojuegos (a mayor nivel de actividad física, mayor uso de videojuegos).AbstractOne of the causes attributable to the reduction of physical activity practice levels in young people is the increase in the use of video games. The aim of this study was to know the relationship between the practice of physical activity, the use of video games and academic performance in university students. Eighty-one students (age = 20 ± 6 years, 42 men and 45 women) belonging to the Degree in Physical Activity and Sports Sciences and the Primary Education Degree participated in the study. Data collection was carried out using the Physician-based Assessment and Counseling for Exercise questionnaires and theVideogamesRelated Experience Questionnaire. Academic performance wasanalysedusing the students' average grade. The results showed a positive relationship between the level of physical activity and academic performance (higher physical activity, higher average grade), as well as between the level of physical activity and the use of video games (higher physical activity level, higher use of video games).

Мethodological Support for University Students’ Independent Work

2021 ◽  
Vol 29 (2) ◽  
Author(s):  
Vera Elagina ◽  
Keyword(s):  
University Students ◽  
Professional Training ◽  
Educational Process ◽  
The Status ◽  
Independent Work

The article reveals the relevance of the organization of independent work of students and the need for methodological support thereof, the quality of which determines the effectiveness of the educational process and professional training at university. The author of the article analyzes various views of domestic scholars on the essence and content of independent work at university. She considers various types and forms of classroom and extracurricular work of students, and defines the status of methodological support as a process and result. She also proposes specific types of educational and methodological support for various types of independent work of students.

scholarly journals Differential Acmeological Approach to The Design of Psychological Support for Professional and Personal Development of Pedagogical University Students

2020 ◽  
Vol 79 ◽  
pp. 02021
Author(s):  
Vladimir M. Postavnev ◽  
Evgenii A. Alisov ◽  
Irina V. Postavneva ◽  
Lyudmila S. Podymova ◽  
Henndy Ginting
Keyword(s):  
Comparative Analysis ◽  
University Students ◽  
Personal Development ◽  
Professional Training ◽  
Educational Process ◽  
Psychological Support ◽  
Educational Activity ◽  
Study Objective ◽  
Training Courses ◽  
Psychological Assistance

The article presents the results of a comparative analysis of psychological assistance models functioning in Russian universities. The study objective is to identify and substantiate the provisions of the differential acmeological approach as the basis for the design of psychological assistance for professional and personal development of pedagogical university students. The model of psychological assistance for professional and personal development of pedagogical university students is designed based on the results of comparative analysis, the descriptive method, and the method of functional and structural modeling. It is demonstrated that the creation of a unique psychological assistance system stimulating the maximum realization of the creative potential of the educational process subjects’ personalities as a part of the educational activity of a pedagogical university opens up additional opportunities for the individualization of professional training. The differential acmeological approach to the design of psychological assistance for professional and personal development of pedagogical university students presented in the article allows integrating the potential of general professional training courses in the system of psychological support and assistance in students’ self-knowledge and professional and personal development.

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