Inteligencia emocional y relaciones interpersonales en estudiantes del nivel secundario del colegio Experimental UNAP, San Juan Bautista 2022

• Autor: Yomona Perez, Paulo Ramiro
• Formato: tesis de grado
• Fecha de Publicación: 2024
• Institución: Universidad Nacional De La Amazonía Peruana
• Repositorio: UNAPIquitos-Institucional
• Lenguaje: español
• OAI Identifier: oai:repositorio.unapiquitos.edu.pe:20.500.12737/11224
• Enlace del recurso: https://hdl.handle.net/20.500.12737/11224
• Nivel de acceso: acceso abierto
• Materia: Inteligencia emocional; Relaciones interpersonales; Estudiante de secundaria; https://purl.org/pe-repo/ocde/ford#5.03.01

The purpose of the study was to verify the connection of emotional intelligence with interpersonal relationships in high school students of the UNAP Experimental School, San Juan Bautista 2022. A confirmatory quantitative methodology was assumed with a relational and transectional descriptive design with a sample of 204 subjects selected proportionally and through stratified random sampling; Two questionnaires were used to measure the study variables. The findings showed that the students have high emotional intelligence (35.3%); medium (50.0%) and low (14.7%). Regarding interpersonal relationships, a high (34.3%), medium (50.0%) and low (15.7%) level was determined. Using Spearman's Rho, it was possible to verify that there is a relevant connection between emotional intelligence and interpersonal relationships (rs = 0.781), p <0.05; coinciding with the general hypothesis of the study. It was also revealed that there is an important connection between emotional intelligence and family ties (rs=0.591), p <0.05; coinciding with the first specific hypothesis of the study. Similarly, it was determined that emotional intelligence is significantly linked to relationships with the opposite sex (rs=0.589), p <0.05; with which the second specific hypothesis was accepted. Finally, emotional intelligence was significantly related to the school connections dimension (rs=0.589), p <0.05; with which the third specific hypothesis formulated is accepted.