Emotional intelligence and academic performance in university students of Pharmacy and Biochemistry in Huancayo

Objetivos: Determinar el grado de relación entre la inteligencia emocional y el rendimiento académico de los estudiantes de la carrera profesional de Farmacia y Bioquímica de la Universidad Peruana “Los Andes”. Métodos: Es un estudio con diseño descriptivo correlacional, para ello han participado 150 estudiantes del 1° al 9° ciclo a quienes se les aplicaron el Inventario Emocional de BarOn, Inventario de Coeficiente Emocional (I-CE), asimismo se recopilaron los promedios ponderados 2012-II de cada estudiante. Resultados: Los estudiantes que presentaron una inteligencia emocional promedio o adecuado fue (X2= 183,33 y p= 0,00) 81 (54%); los que presentaron una capacidad emocional bajo son 45 (30%); en cuanto a los componentes; intrapersonal presentaron una capacidad emocional adecuada o promedio es 95 (63%), siendo la más alta en relación a los demás componentes; seguido de adaptabilidad 89 (59%), manejo de estrés 86 (57%); interpersonal 76 (51%) y estado de ánimo 74 (49%) quienes presentaron una inteligencia emocional promedio o adecuado; los estudiantes que alcanzaron una baja capacidad emocional fueron en los siguientes componentes: adaptabilidad 56 (37%); interpersonal 41 (27%); intrapersonal 36 (24%); estado de ánimo 40 (27%) y 32 (22%) en manejo de estrés. El rendimiento académico promedio semestral es de 12,34 categorizado como regular para 98 (65%) de estudiantes. Conclusiones: Se determinó que existe una correlación significativa entre la inteligencia emocional con el rendimiento académico, (r=0,403) (p≤0,01). En relación a los componentes intrapersonal, interpersonal, adaptabilidad manejo de estrés y estados de ánimo presentan también una correlación significativa (p≤0,01) con el rendimiento académico.Objectives: To determine the relationship degree between the emotional intelligence and academic performance of students from the Pharmacy and biochemistry professional career in the Peruvian university “Los Andes”. Methods: It is a descriptive correlational design research. 150 students have participated from the 1° to the 9° cycle, on them has been applied the BarOn Emotional Inventory, emotional coefficient inventory (I-CE) which allow to know their emotional intelligence. At the same time, the weighted average was collected at the end of the semester 2012-II of each student to measure the academic performance. Results: Students who have an average or adequate emotional intelligence (X2=183,33 and p= 0,00) are 81(54%); the ones who have a low emotional capacity are 45 (30%); regard to the components; the intrapersonal presents an adequate or average emotional capacity of 95 (63%), being the highest in relation to the other components; followed by adaptability 89 (59%), stress management 86 (57%); interpersonal 76 (51%) and the mood 74 (49%) who present an adequate or average emotional capacity; the students who have a low emotional capacity were in the following components: adaptability 56 (37%), interpersonal 41 (27%), intrapersonal 36 (24%), the mood 40 (27%) and 32 (22%) in stress management. The semiannual average academic performance is 12.34 categorized as regular for 98 (65 %) students. Conclusions: It was determined that there is a significant correlation between the emotional intelligence with academic performance (r=0.403) (p≤0.01). In relation to the components: intrapersonal, interpersonal, adaptability, stress management and moods also present a significant correlation (p≤0.01) with academic performance