Emotional intelligence, funtion executive of academic performance in students of 10 to 15 years (Original)

Abstract

The objetive of this research is to analyze the relationship between emotional intelligence, executive functions and school performance in students from 10 to 15 years of age from the Simón Bolívar Educational Institution of Colombia in the Municipality of Sabanalarga, Atlántico. 76 students participated: corresponding to the stages of early adolescence (10 to 12 years) and intermediate adolescence (13 to 15 years). The instruments TMMS-24 -Trait-Meta-Mood Scale- (Mayer and Salovey, 1995; Fernández, Extremera and Ramos, 2004), the Child Neuropsychological Evaluation (Matute et al., 2007) and the Institutional Evaluation System of Students -SIEE- (MEN, 2009). The level reached is correlational with a quantitative approach and a non-experimental type design with cross-sectional measurement. The analysis of the results was done using the statistical package Statistical Package for Social Sciences (SPSS 24). The research findings show that there are statistically significant correlations of 99% and 95% between the levels of execution in the tests that evaluate emotional intelligence in its three aspects: attention, comprehension, and regulation, in relation to Executive Functions and scores. groups in the items of drawings, letters, digits in progression and regression, verbal fluency, which report academic performance, an aspect that is later discussed as evidence of the need to expand the theoretical and methodological framework that supported the research, aiming at the search for new study models of the phenomenon.