Bibliographic citations
LLauce, H., (2024). Inteligencia emocional y rendimiento académico del área de matemática en estudiantes del cuarto grado de la I.E. “Abilia Ocampo”, Rioja-2023 [Universidad Nacional de San Martín. Fondo Editorial]. http://hdl.handle.net/11458/5775
LLauce, H., Inteligencia emocional y rendimiento académico del área de matemática en estudiantes del cuarto grado de la I.E. “Abilia Ocampo”, Rioja-2023 []. PE: Universidad Nacional de San Martín. Fondo Editorial; 2024. http://hdl.handle.net/11458/5775
@mastersthesis{renati/1054136,
title = "Inteligencia emocional y rendimiento académico del área de matemática en estudiantes del cuarto grado de la I.E. “Abilia Ocampo”, Rioja-2023",
author = "LLauce Chapoñán, Hender Noe",
publisher = "Universidad Nacional de San Martín. Fondo Editorial",
year = "2024"
}
In 2023, a study was conducted at the "Abilia Ocampo" Educational Institution in Rioja to explore the relationship between emotional intelligence and academic performance in mathematics of fourth grade high school students. This descriptive correlational and non-experimental study included 119 students. The BarOn ICE Inventory, modified by Ugarriza and Pajares (2005), was used to measure emotional intelligence in five dimensions: intrapersonal, interpersonal, adaptability, stress management, and general mood. In addition, a specific written test was designed to assess students' mathematical competencies. In addition, a specific written test was designed to assess students' mathematical competencies. The objective was to understand how emotional intelligence could influence mathematics performance, thus providing valuable information for the development of integrated educational strategies. In the aforementioned study, SPSS software version 22 was used to carry out the statistical analysis. The results indicated a medium-level positive association (with an r value of 0.500) between emotional intelligence and mathematics performance, using Spearman's correlation coefficient. When the ρ value was examined, it was found to be 0.000, which is significantly below the 5% confidence limit (ρ<0.05). This result implies the refutation of the null hypothesis and supports the acceptance of the alternative hypothesis. Therefore, the study confirms that there is a positive and significant relationship between emotional intelligence and academic achievement in mathematics among fourth grade students of the Educational Institution "Abilia Ocampo" in Rioja during the year 2023. The study revealed that there is a positive, although not very strong, connection between several aspects of emotional intelligence, such as the ability to understand oneself and others, adapt, manage stress and maintain a good state of mind, and success in mathematics. This is evidenced by the correlation coefficients found, which are r= 0.262, r= 0.322, r=0.344, r=0.350, r= 0.380. Furthermore, the results showed that, with a p-value of less than 0.05, the hypothesis that there is no connection can be discarded, the study revealed that there is a significant relationship between how fourth grade students manage their emotions and their performance in mathematics at the "Abilia Ocampo" Educational Institution in Rioja during the year 2023.
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