Inteligencia emocional y educación virtual en estudiantes de secundaria de la I. E. 3022 Lima, 2021
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Horizontes Rev. Inv. Cs. Edu.
Abstract
A consecuencia de la pandemia el estado afectivo de los estudiantes se vio perjudicado, comprometiendo el manejo de la inteligencia emocional y la educación presencial pasando a ser virtual, partiendo de ello la investigación tuvo como objetivo establecer la relación entre la inteligencia emocional y la educación virtual en los estudiantes de la institución educativa 3022 José Sabogal del distrito de San Martin de Porres. El estudio fue básico de tipo no experimental y de enfoque cuantitativo correlacional. La muestra estuvo conformada por 110 estudiantes de cuarto y quinto de secundaria, para el recojo de información se emplearon dos cuestionarios con la escala Likert, evidenciando que la inteligencia emocional influye positivamente en la educación virtual. Concluyendo con la existencia de una relación directa positiva y moderada entre inteligencia emocional y educación virtual en los estudiantes.
As a consequence of the pandemic, the affective state of the students was damaged, compromising the management of emotional intelligence and the face-to-face education becoming virtual. Based on this, the research had the objective of establishing the relationship between emotional intelligence and virtual education in the students of the educational institution 3022 José Sabogal of the district of San Martin de Porres. The study was a basic non-experimental study with a quantitative correlational approach. The sample consisted of 110 fourth and fifth year high school students. Two Likert scale questionnaires were used to collect information, showing that emotional intelligence has a positive influence on virtual education. The conclusion is that there is a direct positive and moderate relationship between emotional intelligence and virtual education in students.
As a consequence of the pandemic, the affective state of the students was damaged, compromising the management of emotional intelligence and the face-to-face education becoming virtual. Based on this, the research had the objective of establishing the relationship between emotional intelligence and virtual education in the students of the educational institution 3022 José Sabogal of the district of San Martin de Porres. The study was a basic non-experimental study with a quantitative correlational approach. The sample consisted of 110 fourth and fifth year high school students. Two Likert scale questionnaires were used to collect information, showing that emotional intelligence has a positive influence on virtual education. The conclusion is that there is a direct positive and moderate relationship between emotional intelligence and virtual education in students.
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Vol. 6, No. 25