Avances en el estudio de la Inteligencia Emocional

Variables no cognitivas y predicción del rendimiento académico
Tabla 1. Means and Standard Deviations of the EQ:i YV dimensions by sex in the Total Sample and in the G&T and
non G&T groups.
G&T
Non G&T
M(SD) M (SD) Total
N=386 N=180
Boys Girls Total Boys Girls Total Boys Girls
Intrapersonal 14.40 14.55 14.46 15.16 15.69 15.46 14.-55 15.02
(3.96) (3.72) (3.86) (3.14) (4.17) (3.76) (3.69) (3.92)
Interpersonal 38.82 40.44 39.50 38.17 40.95 39.73 38.52 40.63
(4.04) (3.96) (4.08) (4.32) (4.07) (4.39) (4.17) (3.99)
Stress 35.51 36.03 35.73 35.48 35.21 35.33 35.47 35.67
(4.75) (4.80) (5.18) (4.69) (5.58) (5.18) (4.87) (5.22)
Adaptability 30.76 30.06 30.46 29.42 28.08 28.66 30.21 29.22
(4.49) (4.47) (4.49) (4.51) (4.50) (4.54) (4.59) (4.55)
Mood 46.28 44.89 45.69 46.05 44.46 45.15 46.23 44.76
(5.68) (6.34) (6.00) (5.99) (6.74) (6.46) (5.65) (6.46)
Overall EI 15 15.01 15 14.95 14.90 14.92 14.93 14.97
(1.50) (1.46) (1.48) (1.45) (1.43) (1.44) (1.48) (1.45)
sample, the t-test showed significant differences
favouring girls for interpersonal ability [t (579) = -
6.20, p < .001]; and for adaptability [t (575) =
2.58, p=.010] and mood [t (530.64) = 2.87, p
=.004] favouring boys.
Within G&T and non G&T groups, significant
differences were found with respect to G&T students
in the interpersonal dimension [t (368) = -3.83,
p