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Purpose: With the aim of finding out the relationship between emotional intelligence and the academic performance of eighth-year undergraduate psychology students. Method: The research carried out has a quantitative, descriptive, cross-sectional and prospective approach. The phenomena were observed as they occur in their natural context, without manipulation of the variables (Hernández Sampieri, et al 2006). Universe: 71 students were studied, which corresponds to the total number of eighth semester students of the psychology degree in groups "A" and "B" of the Public Unit. As the universe was small, it was not necessary to take a sample. Results: In the analysis of emotional intelligence by dimensions, a high result was observed in terms of adequate perception and excellent understanding, in contrast to what was shown in the level of emotion regulation, a high percentage of the participants should improve their emotional regulation. Conclusion: Through Pearson's correlation test, no statistically significant relationship was observed between the variables academic performance and emotional intelligence.
About the author
Mme De La Cruz Galindo Ceja, vingt-cinq ans de pratique professionnelle en tant que psychologue et enseignante, professeur à l'université autonome de Tamaulipas, vingt-deux ans à la faculté de psychologie, plus de quinze ans en tant que conseillère en pratiques professionnelles auprès des étudiants, première place au master en psychologie clinique et éducative.
