Relación entre inteligencia emocional, funciones ejecutivas y rendimiento académico en escolares
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Date
2018
Journal Title
Journal ISSN
Volume Title
Publisher
PUCE - Ambato
Abstract
La neuropsicología enfocada en el ámbito educativo aporta nuevos conocimientos
sobre los procesos de aprendizaje y sus bases neuropsicológicas. Objetivo: Este
estudio analizó la relación entre la inteligencia emocional, el funcionamiento
ejecutivo y el rendimiento académico en escolares y diseña un programa de
intervención para optimizar su aprendizaje. Método: Se realizó un diseño descriptivocorrelacional
con 45 niños de entre 10 y 11 años. Se evaluaron con pruebas
neuropsicológicas para la inteligencia emocional mediante escalas de inteligencia
interpersonal e intrapersonal del Cuestionario de Inteligencias Múltiples para
Primaria (Armstrong, 2000) y las funciones ejecutivas con la prueba Función
Ejecutiva CUMANES (Portellano et al., 2012). Se consideró la nota media en las
asignaturas de matemáticas y lengua y literatura. Resultados: Se observó un nivel
medio-alto de inteligencia interpersonal, nivel medio de inteligencia intrapersonal, un
nivel medio-bajo del funcionamiento ejecutivo y un desempeño básico en
matemáticas y alto en lengua y literatura. También los resultados mostraron una
relación negativa moderada entre inteligencia interpersonal y funcionamiento
ejecutivo en errores de secuencia (p=,02). Se observó una relación negativa
moderada entre el funcionamiento ejecutivo en errores de secuencia y el rendimiento
en matemáticas (p=,01) y entre el funcionamiento ejecutivo en errores de alternancia
y el rendimiento en matemáticas (p=,01). También una relación negativa moderada
entre el funcionamiento ejecutivo (puntuación total errores) con el rendimiento
matemático (p=,00). Conclusiones: Se concluye la existencia de relaciones entre la
inteligencia emocional y las funciones ejecutivas, y entre las funciones ejecutivas y el
rendimiento en matemáticas. A partir de ellas se diseña un programa de intervención
enfocado al desarrollo de habilidades emocionales y competencias ejecutivas para
favorecer el rendimiento académico.
Neuropsychology focused on the educational field provides new knowledge aboutlearning processes and their neuropsychological bases. Objective: This studyanalyzed the relationship between emotional intelligence, executive functioning andacademic performance in schoolchildren and designs an intervention program tooptimize their learning process. Method: A descriptive-correlational design wascarried out with 45 children between 10 and 11 years old. They were evaluated withneuropsychological tests for emotional intelligence through interpersonal andintrapersonal intelligence scales from the Multiple Intelligences Questionnaire forPrimary (Armstrong, 2000) and executive functions with the CUMANES test(Portellano et al., 2012). The average mark in the subjects of mathematics andlanguage and literature was taken into account. Results: We observed a mediumhighlevel of interpersonal intelligence, an average level of intrapersonal intelligence,a medium-low level of executive functioning and on the other hand a basicperformance in mathematics and a high performance in language and literature. Theresults also showed a moderate negative relationship between interpersonalintelligence and executive functioning in sequence errors (p =,02). There was amoderate negative relationship between executive functioning in sequence errors and performance in mathematics (p =,01) and between executive functioning inalternating errors and performance in mathematics (p =,01). Also a moderatenegative relation between the executive functioning (total score errors) with themathematical performance (p =,00). Conclusions: The existence of relationshipsbetween emotional intelligence and executive functions and between executivefunctions and performance in mathematics, are concluded. Based on these, anintervention program is designed focused on the development of emotional skills andexecutive competences to favor academic performance.
Neuropsychology focused on the educational field provides new knowledge aboutlearning processes and their neuropsychological bases. Objective: This studyanalyzed the relationship between emotional intelligence, executive functioning andacademic performance in schoolchildren and designs an intervention program tooptimize their learning process. Method: A descriptive-correlational design wascarried out with 45 children between 10 and 11 years old. They were evaluated withneuropsychological tests for emotional intelligence through interpersonal andintrapersonal intelligence scales from the Multiple Intelligences Questionnaire forPrimary (Armstrong, 2000) and executive functions with the CUMANES test(Portellano et al., 2012). The average mark in the subjects of mathematics andlanguage and literature was taken into account. Results: We observed a mediumhighlevel of interpersonal intelligence, an average level of intrapersonal intelligence,a medium-low level of executive functioning and on the other hand a basicperformance in mathematics and a high performance in language and literature. Theresults also showed a moderate negative relationship between interpersonalintelligence and executive functioning in sequence errors (p =,02). There was amoderate negative relationship between executive functioning in sequence errors and performance in mathematics (p =,01) and between executive functioning inalternating errors and performance in mathematics (p =,01). Also a moderatenegative relation between the executive functioning (total score errors) with themathematical performance (p =,00). Conclusions: The existence of relationshipsbetween emotional intelligence and executive functions and between executivefunctions and performance in mathematics, are concluded. Based on these, anintervention program is designed focused on the development of emotional skills andexecutive competences to favor academic performance.
Description
Keywords
Inteligencia emocional, Funciones ejecutivas, Rendimiento académico, Escolares, Psicología educativa