Prediciendo el Rendimiento Académico Infantil a través de la Inteligencia Emocional.

Predicting children's academic achievement through emotional intelligence.

EMOTIONAL intelligence; ACADEMIC achievement; EMOTIONS in children; CHILD psychology; SOCIOECONOMIC factors; MULTICULTURALISM; INTERPERSONAL relations

Emotions should not be ignored and it is fundamental in life to know how to react appropriately to them. This reality, which has traditionally been considered as an element that could make people weaker, becomes a very important weapon with which to face life successfully. For this reason, this work has as main objective to analyze the predictors of emotional intelligence (EI) and academic achievement, according to age, gender, culture, and socioeconomic status, as well as the possible relationships between all the variables for a multicultural children sample. To make it possible, we focused on 764 participants from seven educational centers; 74.2% of the total were Muslims and 25.8% were Christians; 53.2% were males and 46.8% females. The techniques used in this survey were an ad hoc EI questionnaire and the students' grades. The results reflect that the predictors of EI were age, status, and gender. Academic achievement was predicted by culture, age, and status. A strong and directly proportional relationship between EI and academic achievement was found. Each one acts as the main predictor of the other. [ABSTRACT FROM AUTHOR]

No se deben obviar las emociones y resulta fundamental en la vida saber reaccionar de manera adecuada ante ellas. Esta realidad se convierte en un arma muy importante con la que afrontar de manera exitosa la vida. Por esta razón este trabajo tiene como objetivo fundamental analizar los predictores de inteligencia emocional (IE) y rendimiento académico, considerando la edad, género, cultura y estatus socioeconómico, así como contemplar las relaciones que se pudieran dar entre las variables para una población infantil multicultural. Para ello se ha contado con 764 participantes de siete centros en los que se imparte formación perteneciente a la etapa primaria. Considerando la cultura, el grupo mayoritario es el de participantes pertenecientes a la cultura-religión musulmana. Estos constituyen el 74.2% de la muestra, mientras que el 25.8% de la misma pertenecía a la cultura-religión cristiana, siendo el 53.2% varones y el resto de la muestra (46.8%) mujeres. Como instrumentos de evaluación se han empleado un cuestionario elaborado para evaluar la IE y las calificaciones de los alumnos. En IE aparecen tres predictores, como son edad, estatus y género. Para el rendimiento académico aparecen tres predictores, como son cultura, edad y estatus. Se halló una fuerte relación directamente proporcional entre IE y rendimiento académico, actuando cada uno como principal predictor del otro. [ABSTRACT FROM AUTHOR]

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