El objetivo del presente estudio fue comprobar cuáles son los perfiles de IE de los estudiantes cuando terminan la educación primaria, y si existían diferencias en el rendimiento académico promedio entre los distintos perfiles de IE. La inteligencia emocional (IE) ha sido uno de los tópicos con más repercusión en las últimas décadas en los campos de la psicología y la educación, pero su relación con el rendimiento académico de los estudiantes ha generado mucha controversia en la investigación científica. Keywords: Academic performance emotional intelligence primary education students
These findings are in line with other research that questions the existence of a significant positive relationship between trait EI and academic performance. There were no statistically significant differences in the GPA between the five groups of students, and trait EI had no influence on performance.
Cluster analysis identified the existence of five EI profiles at the end of primary education. Academic performance was obtained from end-of-course grades. The students’ EI was evalu ated with the Emotional Quotient Inventory Young Version (EQi-YV).
The sample consisted of 1253 students (681 males 572 females) from Tenerife (Spain) in the 6th grade of primary education, with an age range between 10 to 13 years old. The objective of the present study was to check the EI profiles of students when they finished primary school, and if there were any differences in the grade point average (GPA) between the EI profiles. Emotional intelligence (EI) has been one of the topics with the most repercussion in the last decades in the fields of psychology and education, but its relationship with the academic performance of students has generated a lot of controversy in scientific research.
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