Emotional intelligence profiles at the end of primary education and academic performance

Perfiles de inteligencia emocional al finalizar la educación primaria y rendimiento académico

Daniel Rodríguez-Rodríguez
Revista Latinoamericana de Psicología (2020) 52, 218-225.
Received 5 May 2020
Accepted 13 August 2020

doi: https://doi.org/10.14349/rlp.2020.v52.21

Resumen

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. 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 muestra fue de 1253 estudiantes (681 niños; 572 niñas) de Tenerife (España) de 6º curso de educación primaria, con un rango de edad de 10 a 13 años. La IE de los estudiantes fue evaluada con el Inventario de Cociente Emocional Versión Joven (EQi-YV). El rendimiento académico fue obtenido de las calificaciones de final de curso. El análisis de conglomerados identificó la existencia de cinco perfiles de IE al finalizar la educación primaria. No existían diferencias estadísticamente significativas en el rendimiento académico promedio entre los cinco grupos de estudiantes, y la IE de rasgo no tuvo influencia en el rendimiento. Estos hallazgos van en la línea de otras investigaciones que cuestionan la existencia de una relación positiva significativa entre la IE de rasgo y el rendimiento académico.

Palabras clave:
Rendimiento académico, inteligencia emocional, educación primaria, estudiantes

Abstract

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. 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. 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 students’ EI was evaluated with the Emotional Quotient Inventory Young Version (EQi-YV). Academic performance was obtained from end-of-course grades. Cluster analysis identified the existence of five EI profiles at the end of primary education. There were no statistically significant differences in the GPA between the five groups of students, and trait EI had no influence on performance. These findings are in line with other research that questions the existence of a significant positive relationship between trait EI and academic performance.

Keywords:
Academic performance, emotional intelligence, primary education, students

Artículo Completo
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