María Jesús Delgado Peña, Julia Teves Quispe, Jessica Paola Palacios Garay
DOI: 10.59427/rcli/2023/v23cs.2613-2618
Currently, educating in emotions is the great challenge for educational institutions in the 21st century, since it is not enough for students to develop academically, but also emotionally. The objective of this article was to determine the relationship between emotional intelligence and school coexistence in public educational institutions. The approach was quantitative, basic type of study with a non-experimental cross-sectional correlational design, the hypothetical deductive method. The sample was composed of 100 students of the first level of secondary school, non-probabilistic sampling by convenience. The instrument used to measure emotional intelligence was the Trait Meta-Mood Scale TMSS 24 adapted by Extremera and Fernández-Berrocal (2004) and the instrument to measure coexistence in the educational institution (CVICO-A) by Benites and Castillo (2014). The results were that emotional intelligence was found at an average level (38%) and school coexistence at the inadequate level (44%) it is concluded that there is an inverse relationship between emotional intelligence and school coexistence.
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