Incidencia de la inteligencia emocional en el rendimiento académico en problemas de ecuaciones lineales en los estudiantes de primero de bachillerato de la Unidad Educativa Nambacola

Abstract

Abstract: In recent decades, Emotional Intelligence (EI) has been recognized as a key factor in psychological well-being and academic performance. This study analyzes the impact of EI on the solution of first-degree equations among first-year high school students at Nambacola Educational Unit, using a quantitative approach with a correlational quasi-experimental design. The sample included 30 students, who were administered a survey based on the Mayer Salovey-Caruso Model (MSCEIT) and a mathematical knowledge test. The results identified that factors such as self-control, academic stress, test anxiety, self-esteem, and depression significantly influence performance. Furthermore, the teacher-student relationship was highlighted as an essential pillar of learning. Statistical analysis included the Mann-Whitney test, yielding a p-value of 0.021, indicating significant differences in academic performance according to EI levels. A positive correlation was also found between both variables, highlighting the importance of strengthening emotional education in mathematics teaching.