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 |
| Publicado: |
Universidad Peruana Unión
2022
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| Materias: | |
| Acceso en línea: | Ver en el sistema de origen |
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| Sumario: | 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. |
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| ISSN: | 2411-0094 2306-0603 |