摘要：El estudio tuvo como objetivo describir la inteligencia emocional y determinar su relacióncon el rendimiento académico en estudiantes universitarios. Participaron 263 estudiantes, aquienes se les aplicaron diversos instrumentos, entre ellos el cuestionario EQ-i de BarOn paramedir Inteligencia emocional. Se encontró un cociente de inteligencia emocional promediode 46,51, sin diferencias según género, pero sí para cada programa: 62,9 para economía;55,69 en medicina; 54,28 en psicología y 36,58 para derecho. Se encontró correlación entreel valor de IE y nota promedio hasta el momento (p = .019), mayor para medicina (p = .001),seguido de psicología (p = .066); no se encontró relación en los otros programas. Se presentaun modelo de dependencia cúbica entre coeficiente de inteligencia emocional y rendimientoacadémico significativo para el total de la población de medicina y psicología. Así mismo seencontró dependencia significativa de este coeficiente con programa (p = .000) y semestre(p = .000), aunque esta última presenta tendencia clara solo para Medicina. Los resultadoscoinciden con los de otros estudios que encuentran correlación entre inteligencia emocionaly rendimiento académico.
其他摘要：The objective of this study was to describe the emotional intelligence and to determine itsrelation to academic performance, and other demographic variables undergraduate students.263 students participated in the study. Various instruments where used in the investigationincluding the EQ-I Questionnaire of BarOn for the measurement of emotional intelligence.An average emotional quotient of 46.51 was found in this population. Differences werefound between programs, but not between genders. This differences observed in programswhere of 62.9 for economy, 55.69 for medicine, 54.28 for psychology and 36.58 for law. Acorrelation was found between the value of the emotional quotient, and the average grade(p = .019), which was higher for medicine (p = .001), and then for psychology (p=.066), nowas found in other faculties. A cubic model of dependency was found between emotionalquotient and academic performance, significant for the total population, the medicine andpsychology faculties. Furthermore a significant dependency of this coefficient was found withprogram (p = .000) and academic term (p = .000), although the latter only shows a clear trendfor medicine. There is a correlation between emotional intelligence and academic achievement.Keywords: emotional intelligence, school performance, students, school admission criteria.
