Navarro Nancy, Illesca Mónica, Rojo Rossana, González Luis, Gittermann Resi, Garrido Romina, Rascón Carolina
Departamento Obstetricia y Ginecología, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile.
Departamento Medicina Interna, Facultad de Medicina, Universidad de La Frontera, Temuco, Chile.
Rev Med Chil. 2022 Jan;150(1):54-61. doi: 10.4067/S0034-98872022000100054.
Emotional Intelligence (EI) in students is related with physical and psychological well-being, personal satisfaction, and better academic performance.
To assess EI in students from eight health careers at the beginning and end of a year of university experience.
Sociodemographic and EI questionnaires were answered by 364 first-year students (74% women) at the beginning and end of the academic year. The EI questionnaire comprised attention, understanding and regulation of emotions subscales.
The mean EI score increased at the end of the academic year from 79.5 to 81.2 (p < 0.01). A similar trend was observed in the subscales of emotional attention and emotional clarity. No significant differences between sexes were observed. First-year medical students had higher scores on all subscales, both at the beginning and end of the academic year. In all students, the subscale with the highest score was emotional repair.
Tools to diagnose students' strengths and weaknesses are relevant for higher education institutions. These tools facilitate the implementation of educational and personal improvement strategies.
学生的情商（EI）与身心健康、个人满意度以及更好的学业成绩相关。
评估大学一年级结束时八个健康专业学生的情商。
364名一年级学生（74%为女性）在学年开始和结束时回答了社会人口统计学和情商问卷。情商问卷包括注意力、情绪理解和情绪调节子量表。
学年结束时，情商平均得分从79.5提高到81.2（p<0.01）。在情绪注意力和情绪清晰度子量表中也观察到类似趋势。未观察到性别间的显著差异。一年级医学生在学年开始和结束时，所有子量表的得分都更高。在所有学生中，得分最高的子量表是情绪修复。
诊断学生优势和劣势的工具对高等教育机构很重要。这些工具有助于实施教育和个人改进策略。
