La relación de la inteligencia emocional y la satisfacción académica en estudiantes Universitarios en la ciudad de Quito, en el periodo 2024-2025

Abstract

This manuscript endeavors to scrutinize the nexus between tiers of affective astuteness and scholastic contentment among youthful collegiate learners situated in Quito. Employing a numerical lens, it strives to fathom how EI, delineated as the faculty to wield, decode, and oversee sentiments, influences the gratification students derive from their scholarly endeavors. This empowers juveniles to navigate their affective states and cultivate salubrious affiliations within the academic sphere. To appraise Emotional Intelligence, the Wong and Law gauge (WLEIS-S) was employed, which quantifies the capacity to discern, construe, and modulate emotions. Concerning academic gratification, the Medrano and Pérez Pedagogical Contentment metric was utilized, which evaluates how pupils interpret their instructional journey. The inquiry aspires to substantiate that heightened cultivation of Emotional Intelligence in the youth correlates affirmatively with their academic fulfillment, implying that individuals with superior mastery over their emotions are inclined to experience amplified satisfaction with their tertiary education. The findings may inform the crafting of educational and emotional frameworks that nurture a more edifying and gratifying scholastic milieu.