Perfiles de Inteligencia Emocional y Competencias Sociales : Relación con el Desempeño Académico

Natalie Nóbrega Santos; Glória Franco; Maria João  Beja,

doi:10.24310/espsiescpsi.v16i1.14749

Autores/as

Natalie Nóbrega Santos Portugal
Glória Franco Universidade da Madeira Portugal https://orcid.org/0000-0001-8634-9120
Maria João Beja Universidade da Madeira Portugal

DOI:

https://doi.org/10.24310/espsiescpsi.v16i1.14749

Palabras clave:

inteligencia emocional, competencias sociales, desempeño académico, educación primaria, análisis de perfiles latentes

Resumen

La mayoría de los estudios que analizan la relación entre inteligencia emocional (IE), competencias sociales (CS) y desempeño académico utilizan un enfoque centrado en la variable, pero recientemente el enfoque centrado en la persona está ganando popularidad, ya que permite una comprensión más rica y holística del individuo. En este estudio fue utilizado este enfoque centrado en la persona con el objetivo de conocer y describir los perfiles de IE y CS de alumnos/as de primaria y sus características, así como explorar su relación con el desempeño académico. Participaron 251 alumnos/as de primaria de Madeira, Portugal. La IE y las CS fueron evaluadas a través de la Prueba de Comprensión Emocional, el Inventario de Cociente Emocional, la Prueba Cognitiva de Inteligencia Social y la Prueba de Evaluación de Competencias Sociales. Un análisis de perfiles latente identificó seis perfiles de alumnos/as con diferentes habilidades y niveles de autopercepción de competencias. Perfiles caracterizados por un conjunto mínimo de habilidades emocionales y sociales con una elevada autopercepción de competencias presentaron mejor desempeño académico en portugués. Estos resultados resaltan la importancia de tomar en cuenta como se conjugan las habilidades de los/ as alumnos/as y la forma en que ellos evalúan sus competencias.

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