Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021
To determine the significant relationship between emotional intelligence and academicprocrastination in secondary level students of the Educational Institution “Cleofé Arévalo del Águila”.Methodology: It was quantitative with a non-experimental, cross-sectional and correlational design.The populatio...
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| Publicado en: | Revista Científica de Ciencias de la Salud |
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| Autores principales: | , , , |
| Formato: | Artículo de revista |
| Lenguaje: | español |
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Universidad Peruana Unión
2022
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| _version_ | 1881695096947081216 |
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| author | Reátegui Ríos, Romina Tarrillo Montenegro, Dámaris Córdova Saavedra, Flor Ramírez Vega, Celina |
| author_browse | Córdova Saavedra, Flor Ramírez Vega, Celina Reátegui Ríos, Romina Tarrillo Montenegro, Dámaris |
| author_facet | Reátegui Ríos, Romina Tarrillo Montenegro, Dámaris Córdova Saavedra, Flor Ramírez Vega, Celina |
| author_sort | Reátegui Ríos, Romina |
| collection | Revistas |
| container_title | Revista Científica de Ciencias de la Salud |
| description | To determine the significant relationship between emotional intelligence and academicprocrastination in secondary level students of the Educational Institution “Cleofé Arévalo del Águila”.Methodology: It was quantitative with a non-experimental, cross-sectional and correlational design.The population was 480 students from the first to fifth year of high school between the ages of 11and 18. The instruments used were: BarOn ICE Emotional Intelligence Inventory: NA in children andadolescents adapted to Peru by Ugarriza and Pajares (2005) and the Academic Procrastination Scale(EPA) adapted to Peru by Domínguez, Villegas and Centeno 2014. Results: There is an inverse andsignificant negative relationship between emotional intelligence and academic procrastination (-.264,p<0.01). It is evident that there is a negative and significant inverse relationship between the dimensionsof emotional intelligence and intrapersonal academic procrastination (r= -.288**), interpersonal (r=-.155**), adaptability (r= -.245**), stress management (r= -.226**) and general mood (r= -.158**).Conclusion: The higher the intrapersonal and interpersonal intelligence, stress management andgeneral mood, the lower the academic procrastination in the students of the educational institution. |
| format | Online |
| id | oai:rccs.upeu.edu.pe:article/1891 |
| institution | UPeU |
| issn | 2411-0094 2306-0603 |
| language | Spanish |
| publishDate | 2022 |
| publishDateRange | 2022 |
| publishDateSort | 2022 |
| publisher | Universidad Peruana Unión |
| publisherStr | Universidad Peruana Unión |
| record_format | ojs |
| revista_str_mv | Revista Científica de Ciencias de la Salud |
| spelling | oai:rccs.upeu.edu.pe:article/18912023-07-24T13:58:05Z Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 Inteligencia emocional y procrastinación académica en estudiantes del nivel secundario de Tarapoto, perú – 2021 Reátegui Ríos, Romina Tarrillo Montenegro, Dámaris Córdova Saavedra, Flor Ramírez Vega, Celina Emotional Intelligence, Academic Procrastination, methodology, inverse relationship, evidence. Inteligencia Emocional, Procrastinación Académica, metodología, relación inversa, evidencia. To determine the significant relationship between emotional intelligence and academicprocrastination in secondary level students of the Educational Institution “Cleofé Arévalo del Águila”.Methodology: It was quantitative with a non-experimental, cross-sectional and correlational design.The population was 480 students from the first to fifth year of high school between the ages of 11and 18. The instruments used were: BarOn ICE Emotional Intelligence Inventory: NA in children andadolescents adapted to Peru by Ugarriza and Pajares (2005) and the Academic Procrastination Scale(EPA) adapted to Peru by Domínguez, Villegas and Centeno 2014. Results: There is an inverse andsignificant negative relationship between emotional intelligence and academic procrastination (-.264,p<0.01). It is evident that there is a negative and significant inverse relationship between the dimensionsof emotional intelligence and intrapersonal academic procrastination (r= -.288**), interpersonal (r=-.155**), adaptability (r= -.245**), stress management (r= -.226**) and general mood (r= -.158**).Conclusion: The higher the intrapersonal and interpersonal intelligence, stress management andgeneral mood, the lower the academic procrastination in the students of the educational institution. Determinar la relación significativa entre inteligencia emocional y procrastinaciónacadémica en estudiantes del nivel secundario de la Institución educativa “Cleofé Arévalo delÁguila”. Metodología: Fue cuantitativa con un diseño no experimental, de corte transversal y detipo correlacional. La población fue de 480 estudiantes del primero a quinto año de secundaria entrelas edades de 11 a 18 años. Los instrumentos que se utilizaron fueron: Inventario de InteligenciaEmocional de BarOn ICE: NA en niños y adolescentes adaptado al Perú por Ugarriza y Pajares(2005) y la Escala de Procrastinación Académica (EPA) adaptada al Perú por Domínguez, Villegasy Centeno 2014. Resultados: Existe una relación negativa inversa y significativa entre inteligenciaemocional y procrastinación académica (-,264, p<0.01). Se evidencia que existe una relación negativay significativa inversa entre las dimensiones de inteligencia emocional y procrastinación académicaintrapersonal (r= -,288**), interpersonal (r= -,155**), adaptabilidad (r= -,245**), manejo de estrés (r=-,226**) y animo en general (r= -,158**). Conclusión: Cuanto mayor sea la inteligencia intrapersonal,interpersonal, manejo de estrés y estado de ánimo en general, menor se la procrastinación académicaen los estudiantes de la institución educativa. Universidad Peruana Unión 2022-12-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://rccs.upeu.edu.pe/index.php/rc_salud/article/view/1891 10.17162/rccs.v2i15.1891 Revista Científica de Ciencias de la Salud; Vol. 15 No. 2 (2022): Revista Científica de Ciencias de la Salud; 33 - 42 Revista Científica de Ciencias de la Salud; Vol. 15 Núm. 2 (2022): Revista Científica de Ciencias de la Salud; 33 - 42 2411-0094 2306-0603 10.17162/rccs.v2i15 spa https://rccs.upeu.edu.pe/index.php/rc_salud/article/view/1891/2035 Derechos de autor 2023 Romina Reátegui Ríos, Dámaris Tarrillo Montenegro, Flor Córdova Saavedra, Celina Ramírez Vega |
| spellingShingle | Emotional Intelligence, Academic Procrastination, methodology, inverse relationship, evidence. Inteligencia Emocional, Procrastinación Académica, metodología, relación inversa, evidencia. Reátegui Ríos, Romina Tarrillo Montenegro, Dámaris Córdova Saavedra, Flor Ramírez Vega, Celina Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title | Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title_alt | Inteligencia emocional y procrastinación académica en estudiantes del nivel secundario de Tarapoto, perú – 2021 |
| title_full | Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title_fullStr | Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title_full_unstemmed | Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title_short | Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021 |
| title_sort | emotional intelligence and academic procrastination in students of the secondary level of tarapoto peru 2021 |
| topic | Emotional Intelligence, Academic Procrastination, methodology, inverse relationship, evidence. Inteligencia Emocional, Procrastinación Académica, metodología, relación inversa, evidencia. |
| topic_facet | Emotional Intelligence, Academic Procrastination, methodology, inverse relationship, evidence. Inteligencia Emocional, Procrastinación Académica, metodología, relación inversa, evidencia. |
| url | https://rccs.upeu.edu.pe/index.php/rc_salud/article/view/1891 |
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