Inteligencia Emocional en Estudiantes de Comunicación: Estudio Comparativo bajo el Modelo de Educación por Competencias

Palabras clave: inteligencia emocional, emociones, educación basada en competencias, diferencias de género, edad

Resumen

El objetivo del presente estudio fue comparar los niveles de inteligencia emocional (IE) de estudiantes según el nivel de logro esperado de competencias. Participaron 313 estudiantes (M = 20.20 años, D.E. = 2.41; 61% mujeres) de ciencias de la comunicación de una universidad privada de Lima (Perú) que utiliza el Modelo de Educación por Competencias. La IE se midió con la Wong-Law Emotional Intelligence Scale (WLEIS). El nivel de logro de competencias agrupa a los estudiantes en: “logro inicial” (participantes de los primeros tres semestres académicos, 45.7% del total) y “logro superior” (cuarto a décimo semestre). Se encontró diferencias de género en IE, por lo que los análisis comparativos se realizaron separados por género. En los hombres no se encontró diferencias de IE entre grupos (logro inicial y logro superior). Por el contrario, las mujeres de logro inicial puntuaron más alto que el grupo de mujeres de logro superior en: evaluación emocional de los demás, uso de emociones y en el puntaje total de IE. Se sugiere la necesidad de incorporar la competencia de IE dentro del modelo educativo de esta institución académica, así como realizar estudios longitudinales.

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Biografía del autor/a

Paola Palomino Flores, Facultad de Comunicaciones, Universidad Peruana de Ciencias Aplicadas, Lima, Perú
Master of Administration and Project Management (DeSales,USA), with a degree in Communication Science from the Universidad Peruana de Ciencias Aplicadas (UPC), with experience working on Corporate Communications and Responsibility projects.

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Publicado
2019-04-24
Sección
Artículos de investigación