Bibliographic citations
Lopez, R., Vargas, E. (2024). Inteligencia emocional y rendimiento académico en estudiantes de sétimo ciclo de secundaria de una institución educativa 2023 [Universidad Nacional de Educación Enrique Gúzman y Valle]. https://repositorio.une.edu.pe/handle/20.500.14039/11375
Lopez, R., Vargas, E. Inteligencia emocional y rendimiento académico en estudiantes de sétimo ciclo de secundaria de una institución educativa 2023 []. PE: Universidad Nacional de Educación Enrique Gúzman y Valle; 2024. https://repositorio.une.edu.pe/handle/20.500.14039/11375
@misc{renati/1738456,
title = "Inteligencia emocional y rendimiento académico en estudiantes de sétimo ciclo de secundaria de una institución educativa 2023",
author = "Vargas Quispe, Elizabeth Merced",
publisher = "Universidad Nacional de Educación Enrique Gúzman y Valle",
year = "2024"
}
The objective of this research work was the relationship between emotional intelligence and academic performance in seventh cycle of secondary school students of an educational institution in the year 2023. The study was basic, quantitative approach, descriptive-correlational design and considered a sample of 240 students under census sampling. To obtain the data collection, the TMMS-24 test was used adapted by Extremera and Fernández in 2004, the consolidated grades for academic performance under a numerical conversion for inferential data evaluated with Cronbach's Alpha Coefficient. The Kolmogorov-Smirnov test was applied, it was observed that at a p-value <0.05 the data had a normal distribution, being applicable the Pearson test. There is a positive relationship of 0.954 affirming a significant relationship between emotional intelligence and academic performance; a positive relationship of 0.935 affirming a significant relationship between emotional perception and academic performance; There is a positive relationship of 0.889, affirming a significant relationship between emotional understanding and academic performance. Finally, there was a positive relationship of 0.834 according to the tables, affirming a significant relationship between emotional regulation and academic performance. It was concluded that there is a direct relationship between variables and dimensions.
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