Emotional competence and academic performance in university students
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Abstract
This study presents the purpose to demonstrate the benefits in the incorporation of the Emotional Education in the different educational stages, concretely as a promotion of the academic performance of the university students. For it, we realized an analysis in which there correlate the variable punctuations obtained in the TMMS-24 with the variable academic qualifications in a sample of students of 1 º degree in the University of La Rioja. The used instruments are: the TMMS-24; the theoretical exam; Paragraph for the practices.
A correlational quantitative analysis is realized, between the variable punctuations obtained in the TMMS-24 and the variable academic qualifications, to three levels; 1) Of the whole sample and divided by the groups established according to the punctuations obtained in the TMMS-24 in each of the sub-scales; 2) the comparison of the averages in the qualifications theoretical and practical, according to the quartiles established with the punctuations obtained in the TMMS-24; 3) the analysis co relational of the variables, applying Pearson's test, pairing both the total punctuation and the punctuation of three sub-scales of the TMMS-24, with the qualifications obtained in the practical part and the theoretical one.
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