scholarly journals Influencia de componentes de inteligencia emocional en rendimiento académico escolar: Análisis en una Institución Educativa en Perú

2021 ◽  
Vol 2 (5) ◽  
pp. 7053-7069
Author(s):  
Juan Guillermo Lazo Lazo ◽  
Suely Noronha De Oliveira ◽  
Annette Kaltenbrunner Graf ◽  
Blanca Josefina Vallejos Saavedra

En los últimos veinte años, el Ministerio de Educación de Perú viene aplicando y acompañando la medición de logros de aprendizaje de los estudiantes de la educación básica por medio de evaluaciones nacionales e internacionales a gran escala. Estos estudios están llevando no sólo a conocer las causas de los logros de aprendizaje, sino al de tratar de revertir alguna situación no deseada. La investigación, en proceso, en la cual se basa este artículo, tiene como objetivo identificar de qué manera la inteligencia emocional influye en el rendimiento académico de estudiantes de nivel secundario de una institución educativa en Lima, Perú. Esta investigación fue orientada por la metodología cuantitativa y se utilizó de métodos estadísticos para inferir las relaciones entre la inteligencia emocional y el rendimiento académico de los alumnos en cada área curricular, a través de datos obtenidos por el test BarOn ICE: NA, y las calificaciones de los alumnos. Los resultados comprobaron la relación existente entre la inteligencia emocional y el desempeño escolar, mostrando que los componentes de la inteligencia emocional varían según el área curricular específica.     In the last twenty years, the Peruvian Ministry of Education has been implementing and accompanying the measurement of learning achievements of students in basic education through large-scale national and international assessments. These studies are leading not only to know the causes of learning achievement, but to try to reverse some unwanted situation. The research, in process, on which this article is based, aims to identify how emotional intelligence influences the academic performance of secondary school students in an educational institution in Lima, Peru. This research was guided by the quantitative methodology and was used statistical methods to infer the relationships between emotional intelligence and academic performance of students in each curricular area, through data obtained by the BarOn ICE: NA test, and the qualifications of the students. The results verified the relationship between emotional intelligence and school performance, showing that the components of emotional intelligence vary according to the specific curricular area.

2017 ◽  
Vol 5 (7) ◽  
pp. 109-117
Author(s):  
GRACE AUMA OJIJO ◽  
Lucy Kibera

This study investigated the influence of fishing related activities on academic performance of secondary school students in Rachuonyo North Sub-County. The specific objectives were to examine the activities associated with fishing and determine how they influenced academic performance of secondary students in the Sub-County. The study targeted students and principals of the 49 secondary schools in Rachuonyo North Sub-county. The research used simple random sampling to select 14 public secondary schools and 20 Form Three students from each of the sampled schools. The total sample size was 292 respondents. Primary data was collected and analysed using quantitative and qualitative methods and then presented in tables in percentages. Data analysis was done using SPSS and the Microsoft Excel software. The study established that students participated in fishing activities while attending school. Major fishing activities that students engaged in included: actual fishing an agreement  index of 82.9% of students; repairing of fishing nets which was supported by 74.2% of students; setting of nets in the lake which was supported by 84.4% of students; and removal of fish from the nets which was agreed to by 83.9% of students. Some (91.7%) of the students believed that their counterparts who engaged in fishing activities tended to perform poorly in their classwork.  The study has recommended that parents, School Boards of Management and the communities along the beaches collaborate with each other in order to keep students from engaging in fishing activities for this likely to improve school attendance and academic performance of students. The Government should enforce compulsory basic education as well as provide it free to all children at this level of education.


2012 ◽  
Author(s):  
Saemah Rahman ◽  
Noriah Mohd. Ishak ◽  
Zuria Mahmud ◽  
Ruslin Amir

Kajian empirikal ke atas kecerdasan emosi telah menunjukkan bahawa wujudnya perkaitan yang rapat antara kecerdasan emosi dengan tingkah laku pelajar. Pada masa yang sama, laporan mengenai beberapa kejadian yang berkaitan dengan cetusan emosi dalam kalangan pelajar di negara kita menimbulkan persoalan tentang tahap kecerdasan emosi mereka. Kajian ini bertujuan mengenal pasti indeks kecerdasan emosi dalam kalangan pelajar sekolah menengah dan menghuraikan profil kecerdasan emosi mereka. Sampel kajian ini terdiri daripada 513 orang pelajar tingkatan dua dan empat di empat buah sekolah di negeri Selangor dan Negeri Sembilan. Inventori Kecerdasan Emosi Malaysia – Remaja (IKEM–R) ditadbir untuk mengukur kecerdasan emosi responden. Indeks kecerdasan emosi diukur berdasarkan tujuh domain kecerdasan emosi bermula dari 0 – 100 bagi menggambarkan kedudukan kecerdasan emosi mereka. Hasil kajian mendapati bahawa indeks kecerdasan emosi pelajar–pelajar yang dikaji ialah 76.02, iaitu berada di bahagian bawah kuartil keempat. Profil kecerdasan emosi bagi keseluruhan sampel mendapati terdapat tiga domain yang memperoleh skor kurang dari 75 peratus, iaitu domain–domain regulasi kendiri, kemahiran sosial dan kesedaran kendiri. Justeru, ketiga–tiga domain ini perlu diberi perhatian untuk meningkatkan kecerdasan emosi mereka secara keseluruhan. Kertas ini juga melaporkan profil kecerdasan emosi mengikut tingkatan, jantina dan lokasi sekolah. Kata kunci: Kecerdasan emosi; perkembangan emosi; remaja Empirical research on emotional intelligence has uncovered the relationship between emotional intelligence and students’ behavior. Concomitantly, reports in the media regarding events that are related to emotional outburst among the students raised an issue about students’ level of emotional intelligent. This study aims to identify emotional intelligence quotient among secondary school students. Additionally, this study also aims to describe their emotional intelligence profile. Sample of the study consisted of 513 form two and form four students from four schools in Selangor and Negeri Sembilan. Malaysian Emotional Quotient Inventory for adolescene (MEQI–A) was administered to determine the emotional quotient of the respondent. The EQ index was calculated based on the seven domains and ranging from 0 – 100 to describe individual’s emotional intelligence. Results of the study showed emotional intelligence index of the respondents at 76.02 that is in the lower part of the fourth quartile. The emotional intelligence profile for the whole sampel showed respondents scored less than 75 percent in three domains namely the domain of self–regulation, social skills and self awareness. Thus, these domains should be addressed accordingly in order to increase students’ emotional intelligence as a whole. This paper also reported the profile of emotional intelligence according to form, gender and school location. Key words: Emotional intelligence; emotional development; adolescence


Author(s):  
Rajib Chakraborty

The present study tried to examine the relationship between academic achievement and emotional intelligence, blocking the influence of academic motivation on the relationship in secondary school students. Sample for the study includes 49 students (25 girls and 24 boys) from VIIIth and IXth classes of a secondary school in Sriram Nagar, Hyderabad, Telangana, India. The data for measuring Emotional intelligence is collected by using the Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF), prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. The data for measuring academic motivation is collected using Academic Motivation Scale, High School Version (AMS-HS 28) for high school students prepared by Vallerand and et.al (1992). Academic achievement of the students is measured by collecting the students' grade point average in a summative assessment. For data analysis, Pearson's Product Moment and Partial Correlations are used. The significance of the test is calculated by using t-test formula for partial correlation for the level of significance α at 0.05. The findings of the study reveal that the influences of academic motivation on the relationship between academic achievement and emotional intelligence in secondary school students, cannot be ignored.


Author(s):  
Ana María Martínez-Martínez ◽  
Remedios López-Liria ◽  
José Manuel Aguilar-Parra ◽  
Rubén Trigueros ◽  
María José Morales-Gázquez ◽  
...  

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization—the Trait Meta Mood Scale 24 (Spanish version)—and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.


2020 ◽  
Vol 13 (26) ◽  
pp. 29
Author(s):  
Maria Emilia Colichón Chiscul

La investigación tiene por objetivo determinar la influencia de la inteligencia emocional y habilidades sociales en la conducta disruptiva de estudiantes del nivel secundario. Se trabajó con una muestra de 210 estudiantes del nivel secundario de la Institución Educativa PNP Alipio Ponce Vásquez del Cercado de Lima que fueron seleccionados de forma probabilística. La técnica que se utilizó fue la encuesta y los instrumentos de recolección de datos fueron cuestionarios para medir las variables en estudio. Para determinar la confiabilidad se utilizó el Coeficiente Alfa de Cronbach. Para el análisis de datos se empleó el programa estadístico SPSS, versión 19, con el cual se realizó estadística descriptiva e inferencial, mediante análisis multivariado para la comprobación de la asociación entre las variables de estudio. Se concluye según la prueba de Nagelkerke una dependencia porcentual de 31.6%, de influencia de la inteligencia emocional y las habilidades sociales en la conducta disruptiva; asimismo se indica un 70.9% de área bajo la curva COR; lo que implica que la inteligencia emocional y las habilidades sociales influyen en la conducta disruptiva de estudiantes del nivel secundario de la IE PNP Capitán Alipio Ponce Vásquez, año 2016.AbstractThe research aims to determine the influence of emotional intelligence and social skills on the disruptive behavior of secondary school students. We worked with a sample of 210 students of the secondary level of the Educational Institution PNP Alipio Ponce Vasquez of Cercado de Lima who were selected in a probabilistic manner. The technique used was the survey and the data collection instruments were questionnaires to measure the variables under study. To determine reliability, Cronbach's Alpha Coefficient was used. The SPSS statistical program, version 19, was used to analyze the data, with which descriptive and inferential statistics were used, using multivariate analysis to check the association between the study variables. A percentage dependenceof31.6%onthe influence of emotional intelligence and social skills on disruptive behavior is concluded according to the Nagelkerke test; likewise, 70.9% of the area under the COR curve is indicated; which implies that emotional intelligence and social skills influence the disruptive behavior of high school students of the IE PNP Captain Alipio Ponce Vásquez, 2016.


Author(s):  
Rajib Chakraborty ◽  
Dr. K. S. Prabhakaram

The present study is an attempt to examine the relationship between delay of gratification in academics and emotional intelligence. Sample for the study includes 50 urban students (30 boys and 20 girls) of class IX of a secondary school in New Nagole, Hyderabad, Telangana, India. The data for measuring delay of gratification is collected using <italic>Academic Delay of Gratification Scale (ADOGS)</italic> for college students prepared by Hefer Bembenutty (1997). Emotional intelligence is measured by collecting data using the <italic>Trait Emotional Intelligence Questionnaire</italic> – <italic>Adolescent Short Form (TEIQue-ASF)</italic>, prepared by Petrides, K. V. & Furnham, A. (2006) for adolescents. For data analysis, Pearson’s Product-Moment Correlation coefficient is used. The significance of the test is calculated using critical value table for Pearson’s Product-Moment Correlation for the level of significance α at 0.05. The findings of the study reveal positive but weak relationship between delay of gratification in academics and emotional intelligence. No role of gender is found on the examined variables.


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