Factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios
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Horizontes Rev. Inv. Cs. Edu.
Abstract
En el ámbito educativo, la inteligencia emocional se reconoce cada vez más como un pilar fundamental para el desarrollo integral de los estudiantes. Este estudio tuvo como objetivo determinar los factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios de Lima, Perú. Se empleó un enfoque cuantitativo y una metodología descriptiva correlacional con una muestra de 210 estudiantes. Para la recolección de datos se utilizaron dos cuestionarios. Los resultados mostraron que los factores del aula se presentan en un nivel regular según el 44.8% de los estudiantes, en un nivel malo según el 30.0% y en un nivel bueno según el 25.2%. En cuanto a la inteligencia emocional, el 49.0% de los estudiantes presentó un nivel regular, el 27.6% un nivel deficiente y el 23.3% un nivel óptimo. Se concluyó que existen factores del aula que contribuyen a la inteligencia emocional en estudiantes universitarios con una significancia de 0.000, menor a 0.05, entre los cuales destacan la cohesión de grupo y la conducción del grupo. Esto subraya la importancia de un enfoque educativo que no solo se centre en los logros académicos, sino también en el desarrollo emocional y social de los estudiantes, vital para su éxito y bienestar a largo plazo.
In education, emotional intelligence is increasingly recognized as a fundamental pillar for the integral development of students. This study aimed to determine the classroom factors that contribute to emotional intelligence in university students in Lima, Peru. A quantitative approach and a descriptive correlational methodology were used with a sample of 210 students. Two questionnaires were used for data collection. The results showed that classroom factors are presented at a fair level according to 44.8% of the students, at a poor level according to 30.0% and at a good level according to 25.2%. Regarding emotional intelligence, 49.0% of the students presented a fair level, 27.6% a poor level and 23.3% an optimal level. It was concluded that there are classroom factors that contribute to emotional intelligence in university students with a significance of 0.000, less than 0.05, among which group cohesion and group leadership stand out. This underscores the importance of an educational approach that focuses not only on academic achievement, but also on the emotional and social development of students, which is vital for their long-term success and well-being.
In education, emotional intelligence is increasingly recognized as a fundamental pillar for the integral development of students. This study aimed to determine the classroom factors that contribute to emotional intelligence in university students in Lima, Peru. A quantitative approach and a descriptive correlational methodology were used with a sample of 210 students. Two questionnaires were used for data collection. The results showed that classroom factors are presented at a fair level according to 44.8% of the students, at a poor level according to 30.0% and at a good level according to 25.2%. Regarding emotional intelligence, 49.0% of the students presented a fair level, 27.6% a poor level and 23.3% an optimal level. It was concluded that there are classroom factors that contribute to emotional intelligence in university students with a significance of 0.000, less than 0.05, among which group cohesion and group leadership stand out. This underscores the importance of an educational approach that focuses not only on academic achievement, but also on the emotional and social development of students, which is vital for their long-term success and well-being.
Description
Vol. 8, No. 34