Correlación entre la inteligencia emocional de los alumnos y la dependencia emocional
DOI:
https://doi.org/10.46502/issn.1856-7576/2024.18.03.15Palabras clave:
Autoconfianza, dependencia emocional, esfera emocional, estudiantes, inteligencia emocional, gestión de las emociones.Resumen
El objetivo del artículo es determinar las especificidades de la relación entre los componentes de la inteligencia emocional (IE) y las reacciones de dependencia emocional (DE) en la edad estudiantil. Para alcanzar la finalidad y los objetivos del estudio se utilizaron el MSCEIT (Test de Inteligencia Emocional Mayer-Salovey-Caruzo) y el Test de Dependencia Interpersonal de R. Hirshfield. El artículo analiza la dinámica y la correlación de los indicadores de los cursos educativos de nivel licenciatura de las instituciones de enseñanza superior (IES). Se encontró la prevalencia de los indicadores medios de los niveles de IE y manifestaciones de DE durante el periodo estudiado. Se determinó un aumento significativo de los indicadores de IE entre el segundo y el tercer año de estudio. Se registró una disminución gradual de la reacción de DE antes de la finalización de los estudios en IES. Se calcularon correlaciones significativas de los parámetros de la DE con la gestión consciente de las emociones, la capacidad de comprender e identificar experiencias. En la mayoría de los casos, se estableció que las conexiones entre los componentes de la IE se manifestaban con el nivel de autoconfianza. Se puede afirmar que los indicadores de IE elevados determinan una disminución de la IE. Las perspectivas de investigación pueden ser el desarrollo y la verificación de la eficacia de los programas de desarrollo de la IE en la edad estudiantil.
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Derechos de autor 2024 Mykhailo Zhylin, Viktoriia Mendelo, Oksana Hrytsuk, Tetiana Kononenko, Svitlana Shamalo
Esta obra está bajo una licencia internacional Creative Commons Atribución 4.0.
