Influencia del género en las relaciones entre inteligencia emocional, estrés académico y satisfacción de los estudiantes

  1. Berrios, María Pilar 1
  2. Martos Montes, Rafael 1
  3. Martos Luque, Rafael 2
  1. 1 Universidad de Jaén
    info

    Universidad de Jaén

    Jaén, España

    ROR https://ror.org/0122p5f64

  2. 2 Emo-é: Inteligencia emocional, España
Revista:
Know and Share Psychology

ISSN: 2695-723X

Año de publicación: 2020

Título del ejemplar: Avances teóricos y aplicados en inteligencia emocional: Homenaje a 30 años de recorrido científico

Volumen: 1

Número: 4

Páginas: 229-240

Tipo: Artículo

DOI: 10.25115/KASP.V1I4.4341 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Know and Share Psychology

Resumen

El objetivo de este estudio ha sido analizar el papel del género en la relación entre la Inteligencia Emocional (IE), el estrés académico y la satisfacción con la vida. Para ello, participaron 333 estudiantes de secundaria con edades comprendidas entre los 12 y los 16 años. Los resultados mostraron diferencias estadísticamente significativas en función del género en todas las dimensiones de la IE, en dos de las dimensiones del burnout y en la satisfacción con la vida; siendo las mujeres las que informan de más habilidades para percibir, asimilar y regular las emociones, más desgaste emocional y menos satisfacción con la vida. La relación entre IE y estrés académico puso en evidencia que a mayores niveles de IE menos estrés académico y mayores niveles de satisfacción con la vida. No obstante, tales relaciones estuvieron moduladas por el género: el posible efecto “protector” de la IE sobre el estrés académico es más potente en las chicas, mientras que el posible efecto “beneficioso” de la IE sobre la satisfacción vital en más potente en los chicos. Concluimos que la IE es un recurso personal que protege más a las mujeres que a los hombres del estrés académico, y potencia más la satisfacción con la vida de los hombres que de las mujeres.

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