Later, Goleman (1995) popularized EI, conceptualizing it as the ability to know and manage your own emotions, motivate yourself, recognize the emotions of others, and establish social relationships. Historically, emotion and intelligence were viewed as being in opposition to one another ( Lloyd, 1979). EI was presented as a way to conceptualize the relation between cognition and affect. The first definition of EI was elaborated by Salovey and Mayer (1990), who de fined it as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them and to use this information to guide one’s thinking and actions” (p. Palabras Clave: Rendimiento académico inteligencia emocional educación primaria estudiantesĮmotional Intelligence (EI) has been a construct that has generated great interest in the fields of education and psy chology, due to its influence on the well-being of students and their learning process ( Martins, Ramalho, & Morin, 2010 Viguer, Cantero, & Bañuls, 2017). 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. 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. El análisis de conglome rados identificó la existencia de cinco perfiles de IE al finalizar la educación primaria. El rendimiento académico fue obtenido de las calificaciones de final de curso.
La IE de los estudiantes fue evaluada con el Inventario de Cociente Emocional Versión Joven (EQi-YV). 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. 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.