Resumo

MOLINA, Ivonne Nohely Quizinga; COLLANTES, Jesús Liduvina Méndez; MONTERO, Gloria Lizeth Lazo  e  RUPAYLLA, Vivian Collahua. Classroom factors contributing to emotional intelligence in college students. Horizontes Rev. Inv. Cs. Edu. [online]. 2024, vol.8, n.34, pp.1471-1480.  Epub 25-Jul-2024. ISSN 2616-7964.  https://doi.org/10.33996/revistahorizontes.v8i34.811.

In education, emotional intelligence is increasingly recognized as a fundamental pillar for the integral development of students. This study aimed to determine the classroom factors that contribute to emotional intelligence in university students in Lima, Peru. A quantitative approach and a descriptive correlational methodology were used with a sample of 210 students. Two questionnaires were used for data collection. The results showed that classroom factors are presented at a fair level according to 44.8% of the students, at a poor level according to 30.0% and at a good level according to 25.2%. Regarding emotional intelligence, 49.0% of the students presented a fair level, 27.6% a poor level and 23.3% an optimal level. It was concluded that there are classroom factors that contribute to emotional intelligence in university students with a significance of 0.000, less than 0.05, among which group cohesion and group leadership stand out. This underscores the importance of an educational approach that focuses not only on academic achievement, but also on the emotional and social development of students, which is vital for their long-term success and well-being.

Palavras-chave : School factors; Emotional intelligence; Learning; College students.

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