Emotional intelligence and self-esteem in regular elementary school adolescents, a post-pandemic research

• Bernedo-Moreira, David Hugo ^[1] ; Papanicolau Denegri, Jorge Nicolás Alejandro ^[1] ; Loayza-Apaza, Yesenia Tania ^[3] ; Pacompía Quispe, Héctor Fredy ^[3] ; Gonzales López, Jaime Natanael ^[2]
  1. [1] Universidad César Vallejo

     Universidad César Vallejo

     Provincia de Trujillo, Perú

     
  2. [2] Pontificia Universidad Católica del Perú

     Pontificia Universidad Católica del Perú

     Perú

     
  3. [3] Instituto de Altos Estudios en Investigación y Desarrollo Empresarial. Arequipa, Perú.

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• Localización: Salud, Ciencia y Tecnología - Serie de Conferencias, ISSN-e 2953-4860, Nº. 2, 2023 (Ejemplar dedicado a: Salud, Ciencia y Tecnología - Serie de Conferencias)
• Idioma: inglés
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• Resumen

  • The development of Emotional Intelligence (EI) improves a person's performance in different situations and offers a variety of possible solutions to various challenges, which have become more difficult with the emergence of COVID-19. Self-esteem, on the other hand, plays an important role in the formation of the adolescent because it will enable him/her to know who approves or disapproves of him/her, and this rating will influence the adolescent's personality and efforts. Under this premise, through a basic research, quantitative approach, non-experimental and cross-sectional design, descriptive and correlational, the objective was to determine the relationship between emotional intelligence (EI) and self-esteem in adolescents of basic education in the rural sector of the Peruvian highlands. The results were (Rho=0,818), a value of P=0,010, in a population of 85 adolescent students in the fourth and fifth grades of secondary education. It is concluded that there is a correlation between the variables. In addition, the findings indicate 32 % poorly developed intrapersonal emotional intelligence, 34 % poorly developed stress management, 7 % markedly low intrapersonal intelligence, 6 % markedly low interpersonal intelligence, 7 % markedly low stress management. To help students with poorly developed levels, it is recommended to implement induction programs and cognitive behavioral therapy.