School-family duality: emotional intelligence and academic performance

Abstract

The objective of this work was to identify the relationship between emotional intelligence and the academic performance of students at Margarita Masa de Juárez High School and Ignacio De Zaragoza School. The methodology used was quantitative, with a cross-sectional design, with a correlational and integrational methodical derivation. The collection of information was carried out through an instrument where the topics of emotional intelligence and academic performance were observed, the sample was made up of 120 students, the sampling method was non-probabilistic, through the strategy of sampling for convenience. The statistical techniques used were frequencies and percentages, comparative, correlational and integrational through factor analysis. The contribution of the study it is from the statistical empirical evidence that allows us to affirm that when there are teachers with willingness, responsibility and who understand the capacities and how young people learn, there is a security connection between the teacher - student; With this, emotions are recognized through the observation of the behavior of difficult situations and problems in an empathic way where the family environment plays an important supporting role; the school-family duality impacts the academic performance of adolescents.