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Abstract(s)
Introdução: A inteligĂȘncia emocional Ă© a capacidade de identificar e lidar com as emoçÔes e sentimentos pessoais e de outros indivĂduos. Apesar do papel das emoçÔes no envolvimento dos estudantes jĂĄ ter sido estudado ainda pouco se sabe sobre a forma como a inteligĂȘncia emocional estĂĄ relacionada com o envolvimento e outros resultados de aprendizagem chave no ensino superior. Objetivo: Descrever os nĂveis da inteligĂȘncia emocional dos estudantes do ensino superior; e Apurar os preditores de inteligĂȘncia emocional em estudantes do ensino superior. MĂ©todos: Estudo quantitativo, transversal e descritivo-correlacional. A amostra foi nĂŁo probabilĂstica por conveniĂȘncia, constituĂda por 538 estudantes do ensino superior, maioritariamente gĂ©nero feminino (74,21%), com uma mĂ©dia de idades de 21,53±4,53 anos. Resultados: Os scores de inteligĂȘncia emocional mais elevados correspondem Ă perceção das prĂłprias emoçÔes (M=32,78±5,57) e Ă componente sociocognitiva das emoçÔes (M=32,27±4,87). Os estudantes com um score global mais elevado de inteligĂȘncia emocional sĂŁo os que estudam diariamente (p=.002). O controlo, o envolvimento social, a autoestima e a felicidade estabeleceram uma associação positiva (ÎČ=.21; p<.001; ÎČ=.14; p=.002; ÎČ=.13; p=.02; ÎČ=.18; p=.004, respetivamente) com a inteligĂȘncia emocional. O equilĂbrio estabeleceu uma associação negativa (ÎČ=-.16; p<.001) com a inteligĂȘncia emocional. ConclusĂŁo: O controlo, o envolvimento social, a autoestima, a felicidade e o equilĂbrio sĂŁo preditores da inteligĂȘncia emocional. ImpĂ”e-se a necessidade de implementação de programas promotores do desenvolvimento de InteligĂȘncia emocional.
Introduction: Emotional intelligence is the ability to identify and deal with personal and other individuals' emotions and feelings. Although the role of emotions in student engagement has been studied, little is known about how emotional intelligence is related to engagement and other key learning outcomes in higher education. Objetive: To describe the levels of emotional intelligence of higher education students; to ascertain predictors of emotional intelligence in higher education students. Methods: Quantitative, cross-sectional, descriptive-correlational study. The sample was non-probability by convenience, consisting of 538 higher education students, mostly female (74.21%), with a mean age of 21.53±4.53 years. Results: The highest emotional intelligence scores correspond to the perception of own emotions (M=32.78±5.57) and the sociocognitive component of emotions (M=32.27±4.87). Students with a higher overall emotional intelligence score are those who study daily (p=.002). Control, social engagement, self-esteem, and happiness established a positive association (ÎČ=.21; p<.001; ÎČ=.14; p=.002; ÎČ=.13; p=.02; ÎČ=.18; p=.004, respectively) with emotional intelligence. Balance established a negative association (ÎČ=-.16; p<.001) with emotional intelligence. Conclusion: Control, social involvement, self-esteem, happiness, and balance are predictors of emotional intelligence. There is a need for the implementation of programs that promote the development of emotional intelligence.
Introduction: Emotional intelligence is the ability to identify and deal with personal and other individuals' emotions and feelings. Although the role of emotions in student engagement has been studied, little is known about how emotional intelligence is related to engagement and other key learning outcomes in higher education. Objetive: To describe the levels of emotional intelligence of higher education students; to ascertain predictors of emotional intelligence in higher education students. Methods: Quantitative, cross-sectional, descriptive-correlational study. The sample was non-probability by convenience, consisting of 538 higher education students, mostly female (74.21%), with a mean age of 21.53±4.53 years. Results: The highest emotional intelligence scores correspond to the perception of own emotions (M=32.78±5.57) and the sociocognitive component of emotions (M=32.27±4.87). Students with a higher overall emotional intelligence score are those who study daily (p=.002). Control, social engagement, self-esteem, and happiness established a positive association (ÎČ=.21; p<.001; ÎČ=.14; p=.002; ÎČ=.13; p=.02; ÎČ=.18; p=.004, respectively) with emotional intelligence. Balance established a negative association (ÎČ=-.16; p<.001) with emotional intelligence. Conclusion: Control, social involvement, self-esteem, happiness, and balance are predictors of emotional intelligence. There is a need for the implementation of programs that promote the development of emotional intelligence.
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Keywords
InteligĂȘncia emocional Estudantes Ensino superior Emotional intelligence Students Higher education