Bibliographic citations
León, C., (2021). Inteligencia emocional y rendimiento académico en estudiantes de la Escuela Profesional de Psicología de la Universidad Andina del Cusco, período semestre académico 2019-II [Universidad Andina del Cusco]. https://hdl.handle.net/20.500.12557/4551
León, C., Inteligencia emocional y rendimiento académico en estudiantes de la Escuela Profesional de Psicología de la Universidad Andina del Cusco, período semestre académico 2019-II []. PE: Universidad Andina del Cusco; 2021. https://hdl.handle.net/20.500.12557/4551
@mastersthesis{renati/26206,
title = "Inteligencia emocional y rendimiento académico en estudiantes de la Escuela Profesional de Psicología de la Universidad Andina del Cusco, período semestre académico 2019-II",
author = "León Ramírez, Celso",
publisher = "Universidad Andina del Cusco",
year = "2021"
}
The purpose of the present study was to determine the relationship between Emotional Intelligence and Academic Performance in students of the Professional School of Psychology of the Andean University of Cusco 2019, 67 students of the Professional School of Psychology of the University have been evaluated. Andean of Cusco. The research was descriptive correlational, non-experimental design, transectional. To evaluate emotional intelligence, the BarOn ICE Emotional Inventory instrument was used, being validated for our Peruvian population and for academic performance we used the general average of qualification achieved at the end of the 2019 semester II. 76.1% of the students are female (female) and 23.9% are male (male). The results show us that the students, faced with the various demands and challenges they face in the various academic activities the students of 7° and 8° semester of the profesional school of Psychology at the Andean University of Cusco, do not have the emotional skills necessary to be able to overcome them, so they are affected by these and other aspects that affect them, condition or limit them, being observed in many cases to influence their academic performance. Likewise, the general hypothesis is validated, since there is a significant relationship between emotional intelligence and academic performance in students of 7° and 8° semester of the profesional school of Psychology the Professional School of Psychology of the Andean University of Cusco. Because the results indicate 95% reliability through the Chi square test, and the p-value Sig (bilateral) = 0.035 <0.05 allows us to reject the null hypothesis, accepting the alternative hypothesis, it also shows us that the Correlation of Spearman is at 0.347 indicating that there is a significant low relationship between Emotional Intelligence and Academic Performance.
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