La inteligencia emocional en el aprendizaje de los estudiantes de educación básica superior de la unidad educativa San Carlos

This research project addressed the topic of emotional intelligence in the learning of students in Upper Basic Education at the “San Carlos” Educational Unit during the 2024– 2025 academic period. It is based on the premise that emotions are an essential component of learning and that their limited integration into teaching practice restricts students’ academic and socio-emotional performance. Teachers, as the primary mediators of learning, play a decisive role in how emotional intelligence influences students’ formation; hence the importance of analyzing how these practices are reflected in the educational process. The problem lies in the insufficient application of emotional intelligence by teachers, which hinders the identification, understanding, and regulation of emotions in the classroom, thereby affecting motivation, coexistence, and willingness to learn. Therefore, the general objective was to analyze how emotional intelligence affects students’ learning. The study was conducted under a qualitative approach, based on the phenomenological method, with a non-experimental and cross-sectional design. The type of research was descriptive-interpretative, aimed at understanding the meanings that students and teachers attribute to their emotional experiences in classroom contexts. Literature review, semi-structured interviews, non-participant observation, and focus groups were used as techniques, while the analysis was carried out through open, axial, and selective coding. The results show that students are able to identify their emotions but struggle to self-regulate them, which affects their attention, motivation, and classroom participation. Likewise, it was found that teachers lack theoretical knowledge of emotional intelligence, although they apply it indirectly, but not effectively since its use is sporadic and without sustained planning. In conclusion, it was determined that emotional intelligence has a significant impact on learning, strengthening motivation, coexistence, and academic performance when it is properly managed, while its absence generates apathy and low academic commitment.

• 第一著者: Reyes Rodriguez , Lady Mishell (author)
• フォーマット: bachelorThesis
• 言語: spa
• 出版事項: 2025
• 主題: Aprendizaje; Docentes; Educación básica; Estudiantes
• オンライン･アクセス: https://repositorio.uteq.edu.ec/handle/43000/9063