El desarrollo emocional y el logro académico en estudiantes universitarios
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Tribunal
Abstract
El desarrollo emocional de los estudiantes es un aspecto crucial en su proceso educativo que impacta directamente su rendimiento académico. Este estudio tuvo como objetivo determinar la relación entre el desarrollo emocional y el logro académico en estudiantes universitarios. Se utilizó un método hipotético-deductivo con un diseño no experimental correlacional. Participaron 100 estudiantes, a quienes se les aplicó un cuestionario con una confiabilidad de 0.853 y se registraron sus notas para evaluar el logro académico. Los resultados, basados en la correlación de Spearman de 0.788 con una significancia de 0.000 (menor a 0.05), indican que existe una relación directa entre el desarrollo emocional y el logro académico. Esto sugiere que los esfuerzos para mejorar el desarrollo emocional de los estudiantes podrían ser beneficiosos para su desempeño académico.
The emotional development of students is a crucial aspect in their educational process that directly impacts their academic achievement. This study aimed to determine the relationship between emotional development and academic achievement in college students. A hypothetico-deductive method was used with a non-experimental correlational design. One hundred students participated, who were administered a questionnaire with a reliability of 0.853 and their grades were recorded to evaluate academic achievement. The results, based on Spearman's correlation of 0.788 with a significance of 0.000 (less than 0.05), indicate that there is a direct relationship between emotional development and academic achievement. This suggests that efforts to improve students' emotional development could be beneficial to their academic performance.
The emotional development of students is a crucial aspect in their educational process that directly impacts their academic achievement. This study aimed to determine the relationship between emotional development and academic achievement in college students. A hypothetico-deductive method was used with a non-experimental correlational design. One hundred students participated, who were administered a questionnaire with a reliability of 0.853 and their grades were recorded to evaluate academic achievement. The results, based on Spearman's correlation of 0.788 with a significance of 0.000 (less than 0.05), indicate that there is a direct relationship between emotional development and academic achievement. This suggests that efforts to improve students' emotional development could be beneficial to their academic performance.
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Vol. 4, No. 8