The core of academic performance
Keywords:
Inteligencia, emoción, estructuras biológicas, cultura, cognición, rendimiento académico, intelligence, emotion, biological structure, culture, learning, academic standardAbstract
This article is based on an investigation on emotional intelligence, which was carried out among university students with high grade point average by the psychologists Johanna Duran Polo, Daisy Rodelo Quintana and Lilia Torres Cortés, under the surveillance of this paper's authors. The objective of the research was to find out the characteristics of this population concerning attention, clearness of mind and regulation of emotions. Results were compared introducing the gender variable. The sample consisted of 316 students with high grade point average belonging to the programme of Engineering, Psychology, Medicine, Nursing, Business Administration, Law, Social Communication and Early Child Education. To evaluate the study variable, the Character Meta Emotive Scale elaborated by Peter Salovey, John Mayer and David Caruso was used. Items were analyzed independently and in relation to the factor being measured. When the tendencies of the group were determined, they were contrasted to the theoretical expectations, and comparisons between male and female were done. In general, neither high levels in coping with their emotions, nor high integration of their emotional abilities in their daily life were observed. Cultural intervention in the emotional learning of these students is suspected, as well as the importance of adolescence and early adulthood in the decision taking and the contradictions they face. There are no significant differences between men and women, and the latter showed more interest in their own emotions and those of others, less confusion about how they feel and the way others feel.
Key words: Intelligence, Emotion, Biological structure, Culture, Learning, Academic standard
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