Factores sociales relacionados con las características de inteligencia emocional en adolescentes
No Thumbnail Available
Date
2023-12-20
Authors
Hernández Salamanca, Degny Dayana
Garzón Cuta, Íngrid Dayana
Advisors
Guillén Puerto, Angélica Julieth
Editors
Journal Title
Journal ISSN
Volume Title
Publisher
Corporación Universitaria Minuto de Dios
Type
Thesis
Rights
Atribución-NoComercial-SinDerivadas 2.5 Colombia
Abstract
La Inteligencia Emocional (IE) es entendida como un factor protector
ante la posibilidad de desarrollar diferentes dificultades de salud mental. Así mismo existen
características sociales involucradas en el desarrollo de la IE, como son los factores
demográficos, económicos y escolares. Método: El enfoque es cuantitativo de diseño no
experimental, transversal, con alcance descriptivo-correlacional. Los instrumentos utilizados
son el sistema de evaluación de niños y adolescentes (SENA) y una Encuesta
sociodemográfica, el tamaño de la muestra fue de n=74, los participantes son estudiantes de
11 a 17 años de instituciones educativas de Bogotá. Resultados: se encontró relación positiva
moderada entre el factor de agresión y edad (R=0.27), así mismo se relacionó el índice de
agresión de manera positiva débil con el grado escolar (R=0.23); por otra parte, se
relacionaron de manera negativa moderada el factor de desempeño escolar con los índices de
problemas emocionales (R=-0.25) y problemas de regulación emocional (R=-0.29), se
encontró correlación negativa fuerte entre las variables edad (R=-0.34) y grado escolar (R=-
0.36) con el índice de integración y competencia social, adicionalmente se encontró,
diferencias significativas en el sexo, con un mayor rango promedio para las mujeres de 42.96
en el índice de problemas emocionales y 44.17 para problemas de regulación emocional.
Discusión: En este sentido, con los resultados obtenidos se evidenció que si existen relaciones
entre algunos factores sociales y las características de inteligencia emocional.
Emotional Intelligence (EI) can be understood as a protective factor against the possibility of developing different mental health difficulties. Likewise, there are social characteristics involved in the development of EI, such as demographic, economic and school factors. Method: The approach is quantitative with a non-experimental, crosssectional, descriptive-correlational design. The instruments used were the evaluation system for children and adolescents (SENA) and a sociodemographic survey, the sample size was n=74, the participants were students from 11 to 17 years of age from educational institutions in Bogota. Results: a moderate positive relationship was found between the aggression factor and age (R=0.27), likewise the aggression index was related in a weak positive way with the school grade (R=0.23); on the other hand, the school performance factor was related in a moderate negative way with the indexes of emotional problems (R=-0.25) and emotional regulation problems (R=-0.29), a negative correlation was found with the indexes of emotional problems (R=-0.25). 29), a strong negative correlation was found between the variables age (R=-0.34) and school grade (R=-0.36) with the index of integration and social competence; additionally, significant differences were found in sex, with a higher average range for females of 42.96 in the index of emotional problems and 44.17 for emotional regulation problems. Discussion: In this sense, the results obtained showed that there are relationships between some social factors and the characteristics of emotional intelligence
Emotional Intelligence (EI) can be understood as a protective factor against the possibility of developing different mental health difficulties. Likewise, there are social characteristics involved in the development of EI, such as demographic, economic and school factors. Method: The approach is quantitative with a non-experimental, crosssectional, descriptive-correlational design. The instruments used were the evaluation system for children and adolescents (SENA) and a sociodemographic survey, the sample size was n=74, the participants were students from 11 to 17 years of age from educational institutions in Bogota. Results: a moderate positive relationship was found between the aggression factor and age (R=0.27), likewise the aggression index was related in a weak positive way with the school grade (R=0.23); on the other hand, the school performance factor was related in a moderate negative way with the indexes of emotional problems (R=-0.25) and emotional regulation problems (R=-0.29), a negative correlation was found with the indexes of emotional problems (R=-0.25). 29), a strong negative correlation was found between the variables age (R=-0.34) and school grade (R=-0.36) with the index of integration and social competence; additionally, significant differences were found in sex, with a higher average range for females of 42.96 in the index of emotional problems and 44.17 for emotional regulation problems. Discussion: In this sense, the results obtained showed that there are relationships between some social factors and the characteristics of emotional intelligence
Description
Identificar los factores sociales relacionados con las características de inteligencia emocional en adolescentes
Keywords
Inteligencia Emocional, Factores Sociales, Factores Demográficos, Factores Económicos, Emotional Intelligence, Social Factors, Demographic Factors