Emotional intelligence and academic procrastination in students of the secondary level of Tarapoto, Peru – 2021

• Autores: Reátegui Ríos, Romina, Tarrillo Montenegro, Dámaris, Córdova Saavedra, Flor, Ramírez Vega, Celina
• Formato: artículo
• Fecha de Publicación: 2022
• Institución: Universidad Peruana Unión
• Repositorio: Revistas - Universidad Peruana Unión
• Lenguaje: español
• OAI Identifier: oai:ojs2.revistas.upeu.edu.pe:article/1891
• Enlace del recurso: https://revistas.upeu.edu.pe/index.php/rc_salud/article/view/1891
• Nivel de acceso: acceso abierto
• Materia: Emotional Intelligence, Academic Procrastination, methodology, inverse relationship, evidence.; Inteligencia Emocional, Procrastinación Académica, metodología, relación inversa, evidencia.

To determine the significant relationship between emotional intelligence and academicprocrastination in secondary level students of the Educational Institution “Cleofé Arévalo del Águila”.Methodology: It was quantitative with a non-experimental, cross-sectional and correlational design.The population was 480 students from the first to fifth year of high school between the ages of 11and 18. The instruments used were: BarOn ICE Emotional Intelligence Inventory: NA in children andadolescents adapted to Peru by Ugarriza and Pajares (2005) and the Academic Procrastination Scale(EPA) adapted to Peru by Domínguez, Villegas and Centeno 2014. Results: There is an inverse andsignificant negative relationship between emotional intelligence and academic procrastination (-.264,p<0.01). It is evident that there is a negative and significant inverse relationship between the dimensionsof emotional intelligence and intrapersonal academic procrastination (r= -.288**), interpersonal (r=-.155**), adaptability (r= -.245**), stress management (r= -.226**) and general mood (r= -.158**).Conclusion: The higher the intrapersonal and interpersonal intelligence, stress management andgeneral mood, the lower the academic procrastination in the students of the educational institution.