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Influence of Emotional Intelligence in Vulnerable and Non-Vulnerable Students, considering Gender Diversity in a Higher Education Institution

Abstract:

The success of a student in an Institution of Higher Education is given by multiple factors intrinsic and extrinsic to the student. One of the variables is emotional intelligence (EI), the ability to adapt to the university environment, especially in those students who are starting their professional studies. This article aims to study EI, using the TMMS-24 (Trait Meta-Mood Scale) measurement scale applied to students who entered the leveling course of the Escuela Politécnica Nacional during the second academic period of 2019, considering for this, the conditions of vulnerability and the sex of the student. From the comparative analysis between students in conditions of vulnerability and non-vulnerable students, it was evidenced that, for the sub-dimensions, clarity of feelings and emotional repair, there is an approximate percentage coincidence and distribution by frequency for the two study groups regardless of sex. On the other hand, it is highlighted those male students from non-vulnerable groups present an adequate perception of emotions compared to male students from vulnerable groups. In addition, for the female sex, it is appreciated that students from vulnerable groups pay little attention to their emotions, while students from non-vulnerable groups present a much more adequate perception of their emotions.