Bibliographic citations
Ruiz, G., (2023). Competencias de la inteligencia emocional y su influencia en el desarrollo de habilidades blandas en alumnos de educación superior [Universidad Nacional de Trujillo]. https://hdl.handle.net/20.500.14414/19821
Ruiz, G., Competencias de la inteligencia emocional y su influencia en el desarrollo de habilidades blandas en alumnos de educación superior []. PE: Universidad Nacional de Trujillo; 2023. https://hdl.handle.net/20.500.14414/19821
@mastersthesis{renati/1049177,
title = "Competencias de la inteligencia emocional y su influencia en el desarrollo de habilidades blandas en alumnos de educación superior",
author = "Ruiz Donayre, Ggyl Alejandra",
publisher = "Universidad Nacional de Trujillo",
year = "2023"
}
The general objective of this research work was to determine the relationship between the development of the components of Emotional Intelligence (self-knowledge, self-regulation and self-motivation) and the development of soft skills, specifically the so-called interpersonal soft skills and task development skills, in higher education students; with the purpose of determining the correlation between both variables. A non-experimental, correlational and transactional methodology was used, since it measured the relationship between the variables and the correlation between their dimensions. The population consisted of 1799 students from an institute of higher education in the city of Lima, and the sample consisted of 1104 participants by non-probabilistic sampling. Two questionnaires were administered with 27 and 21 items respectively, each validated by expert judgment. The results showed a significant relationship between the formation of the components of Emotional Intelligence (self-knowledge, self-regulation and self-motivation) and the training in soft skills of 0.95, which means a high positive correlation, being the self-motivation dimension of the first variable with 0.96 the one with the highest influence on the soft skills of task development of the students. This means that if a student develops the self-motivation component in an acceptable way, he will also develop his soft skills of task development in an acceptable way. The research has concluded in the rejection of the null hypothesis and in the acceptance of the research hypothesis that refers that there is a relationship between the development of the components of emotional intelligence and soft skills.
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