Inteligencia emocional y engagement académico en estudiantes de un instituto privado en modalidad remota
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Tribunal
Abstract
El propósito de esta investigación fue analizar el vínculo entre la inteligencia emocional y el engagement académico en estudiantes de un instituto privado de Lima. Se empleó un enfoque cuantitativo, con diseño no experimental, transeccional-correlacional y corte transversal. En la muestra participaron 58 estudiantes de modalidad remota, a quienes se aplicó el Test de Autoevaluación de Inteligencia Emocional de Sterrett y la Escala de Engagement Académico UWES-S17. Los resultados mostraron correlación positiva y significativa entre ambas variables. El coeficiente de correlación bivariado de Spearman fue 0.442, con un valor p de 0.001. Esta magnitud moderada en la asociación también se observó en dimensiones como autoconciencia, autoconfianza, empatía y motivación. Se concluyó que el fortalecimiento de las competencias socioemocionales contribuye al compromiso académico y puede reducir la deserción en la educación superior. Estos hallazgos refuerzan la necesidad de incorporar programas institucionales orientados al desarrollo socioemocional en alumnos de modalidad remota.
The purpose of this study was to analyze the relationship between emotional intelligence and academic engagement among students from a private institute in Lima. The research followed a quantitative, non-experimental, correlational, and cross-sectional design. A total of 58 remote learning students participated and completed Sterrett's Self-Assessment of Emotional Intelligence Test and the UWES-S17 Academic Engagement Scale. Results revealed a positive and significant correlation between the two variables. The Spearman correlation coefficient was 0.442, with a p-value of 0.001. This moderate association was also observed in dimensions such as self-awareness, self-confidence, empathy, and motivation. It is concluded that strengthening socio-emotional competencies fosters academic engagement and may help reduce dropout rates in higher education. These findings highlight the importance of implementing institutional programs aimed at promoting socio-emotional development in remote learning students.
The purpose of this study was to analyze the relationship between emotional intelligence and academic engagement among students from a private institute in Lima. The research followed a quantitative, non-experimental, correlational, and cross-sectional design. A total of 58 remote learning students participated and completed Sterrett's Self-Assessment of Emotional Intelligence Test and the UWES-S17 Academic Engagement Scale. Results revealed a positive and significant correlation between the two variables. The Spearman correlation coefficient was 0.442, with a p-value of 0.001. This moderate association was also observed in dimensions such as self-awareness, self-confidence, empathy, and motivation. It is concluded that strengthening socio-emotional competencies fosters academic engagement and may help reduce dropout rates in higher education. These findings highlight the importance of implementing institutional programs aimed at promoting socio-emotional development in remote learning students.
Description
Vol. 5, No. 12
Keywords
Inteligencia emocional, Engagement académico, Educación superior, Modalidad Remota, Habilidades socioemocionales, Institutos superiores, Emotional intelligence, Learner engagement, Higher education, Distance education, Social emotional learning, Technical education, Inteligência emocional, Engajamento académico, Ensino superior, Modalidade remota, Competências socioemocionais, Institutos superiores