Inteligencia emocional, pensamiento crítico y toma de decisiones en estudiantes de ingeniería de una universidad en Lima, Perú
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Horizontes Rev. Inv. Cs. Edu.
Abstract
Las competencias transversales tales como la inteligencia emocional, el pensamiento crítico y la toma de decisiones son esenciales en la formación del estudiante universitario en el siglo XXI. En este sentido, la presente investigación tiene como propósito determinar la relación entre dichas competencias en estudiantes de ingeniería ambiental de una universidad pública en el Perú. El presente estudio empleó una metodología cuantitativa, de alcance correlacional, diseño no experimental con corte transversal. La muestra estuvo conformada por 101 estudiantes, a quienes se les aplicó el test TMMS-24, el cuestionario de pensamiento crítico CPC-2 y el Melbourne DMQ. Los resultados mostraron que la mayoría de los estudiantes presentaron niveles adecuados en inteligencia emocional y pensamiento crítico, mientras que en la toma de decisiones destacó el nivel regular. Las correlaciones encontradas fueron positivas y altas entre inteligencia emocional y pensamiento crítico (rs=0.424), pensamiento crítico y toma de decisiones (rs=0.477); y baja en el caso de la inteligencia emocional y toma de decisiones (rs=0.266). Se concluye que estas competencias se relacionan entre sí, y que su desarrollo se complementa en el perfil académico y profesional del estudiante. Los hallazgos aportan evidencia empírica que puede orientar estrategias pedagógicas dirigidas a integrar competencias emocionales, cognitivas y decisorias en la educación superior.
Transversal competencies, such as emotional intelligence, critical thinking, and decision-making, are essential in shaping university students in the 21st century. In this regard, the present research aims to determine the relationship between these competencies in environmental engineering students at a public university in Peru. This study employed a quantitative methodology, with a correlational scope, non-experimental design, and cross-sectional approach. The sample consisted of 101 students who were administered the TMMS-24 test, the CPC-2 critical thinking questionnaire, and the Melbourne DMQ. The results showed that most students demonstrated adequate levels of emotional intelligence and critical thinking, while the decision-making variable was predominantly at a moderate level. The correlations found were positive and strong between emotional intelligence and critical thinking (rs = 0.424), and between critical thinking and decision-making (rs = 0.477); and weak between emotional intelligence and decision-making (rs = 0.266). It is concluded that these competencies are interrelated, and their development complements the students' academic and professional profiles. The findings provide empirical evidence that may guide pedagogical strategies aimed at integrating emotional, cognitive, and decision-making competencies into higher education.
Transversal competencies, such as emotional intelligence, critical thinking, and decision-making, are essential in shaping university students in the 21st century. In this regard, the present research aims to determine the relationship between these competencies in environmental engineering students at a public university in Peru. This study employed a quantitative methodology, with a correlational scope, non-experimental design, and cross-sectional approach. The sample consisted of 101 students who were administered the TMMS-24 test, the CPC-2 critical thinking questionnaire, and the Melbourne DMQ. The results showed that most students demonstrated adequate levels of emotional intelligence and critical thinking, while the decision-making variable was predominantly at a moderate level. The correlations found were positive and strong between emotional intelligence and critical thinking (rs = 0.424), and between critical thinking and decision-making (rs = 0.477); and weak between emotional intelligence and decision-making (rs = 0.266). It is concluded that these competencies are interrelated, and their development complements the students' academic and professional profiles. The findings provide empirical evidence that may guide pedagogical strategies aimed at integrating emotional, cognitive, and decision-making competencies into higher education.
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Vol. 9, No. 39