Inteligencia emocional y rendimiento académico en un niño con discapacidad intelectual moderada

Abstract

The present research work addresses the topic of Emotional Intelligence and Academic Performance, two variables that are considered important and that are also related in a great way with emotional well-being since they are capable of expressing, feeling, controlling, predicting emotions, feelings and behaviors within the context where they are developed, whether family, social, personal, educational and environmental, in the same way they influence decision making. Emotional intelligence is one of the most researched fields within the branch of psychology because it is considered one of the fundamental axes for the acquisition of new learning and it is also useful in the field of education and in the teaching-learning processes since the role played by emotions directly influences school performance. The general objective of this case study was to analyze the level of development of emotional intelligence and academic performance in a child with Moderate Intellectual Disability in which this research focused on certain components such as: the teaching-learning style, the family-social context and the methodology used by teachers to teach, so that these are related and affect the student's school performance. Similarly for this research was based on some theories of authors such as Carl Rogers, Abraham Maslow and Goleman Mayer which emphasize the cognitive, emotional and psychological part of the person, so it was considered the humanistic approach as this is responsible for giving due importance to the human being and his way of learning, In addition, the design of this research is qualitative in nature, in the same way some instruments and techniques such as the observation guide, structured interviews and the TMMS-24 emotional intelligence scale were used to collect data and information for this study. Consequently, by means of the results obtained through the instruments it can be confirmed that there is a relationship between Emotional Intelligence and Academic Performance due to the fact that there is a scarce development of socioemotional skills, which have an impact on the student's academic performance, leading to school failure as a consequence of not having paid more attention to the emotional area.

However, these results lead us to reflect on emotional intelligence since it is not only related to the family, social or personal part, the role of the teacher is considered of great importance, which leads us to take into consideration the preparation of teachers by providing certain guidelines for working with students who have NEE associated or not with a disability. In the same way, to give the necessary attention to the behavior, feelings or emotions that the student presents and to the methodology used in the classroom taking into account the motivation since it is another important aspect to achieve the objectives and in this way to obtain better results in the teaching-learning processes.