Publication: La influencia del género en variables de la personalidad que condicionan el
aprendizaje: inteligencia emocional y procrastinación académica
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Date
2011
Authors
Clariana Muntada, Mercè ; Cladellas i Pros, Ramon ; Badía Martín, Mar ; Gotzens Busquets, Concepció
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Publisher
Servicio de Publicaciones. Universidad de Murcia
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DOI
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info:eu-repo/semantics/article
Description
Abstract
La presente investigación analiza la relación entre la
procrastinación académica y la inteligencia emocional, así
como la influencia del género y la edad en estas variables. La
muestra estaba formada por 192 estudiantes de Psicología
de la UAB y la UIB, 45 hombres y 147 mujeres. La
procrastinación se evaluó a través de la escala D de Demora
Académica (CLARIANA & MARTÍN, 2008) y la inteligencia
emocional con el EQ–i (BAR–ON, 1997). Los resultados
muestran que la procrastinación mantiene una correlación
significativa negativa con la inteligencia intrapersonal, el
coeficiente emocional y el estado de ánimo. Además, las
mujeres puntúan significativamente más alto que los
hombres en la inteligencia intrapersonal e interpersonal,
mientras que los hombres alcanzan puntuaciones superiores
en el manejo del estrés y la adaptabilidad.
This research analyses the relationship between academic procrastination and emotional intelligence taking also into account the gender and age influence. Psychology undergraduates from the UAB (Universitat Autónoma de Barcelona, Spain) and the UIB (Universitat de les Illes Balears, Spain), 45 males and 147 females constituted the sample of the study. Academic procrastination was assessed by means of the D scale (CLARIANA & MARTÍN, 2008) and emotional intelligence by means of the EQ–i (BAR ON, 1997). The results show that academic procrastination has a significant negative relationship with intrapersonal intelligence, emotional quotient and mood. Moreover, female students scored significantly higher than males both in intrapersonal and interpersonal Intelligence while males obtained higher scores in both stress management and adaptability.
This research analyses the relationship between academic procrastination and emotional intelligence taking also into account the gender and age influence. Psychology undergraduates from the UAB (Universitat Autónoma de Barcelona, Spain) and the UIB (Universitat de les Illes Balears, Spain), 45 males and 147 females constituted the sample of the study. Academic procrastination was assessed by means of the D scale (CLARIANA & MARTÍN, 2008) and emotional intelligence by means of the EQ–i (BAR ON, 1997). The results show that academic procrastination has a significant negative relationship with intrapersonal intelligence, emotional quotient and mood. Moreover, female students scored significantly higher than males both in intrapersonal and interpersonal Intelligence while males obtained higher scores in both stress management and adaptability.
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Citation
Revista Electrónica Interuniversitaria de Formación del Profesorado, REIFOP, V. 14, N. 3, 2024
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