Resumen

AYALA SERVIN, Nicolás et al. Emotional intelligence and intelligence quotient as predictor of academic performance in Paraguayan medical students: Year 2015. Mem. Inst. Investig. Cienc. Salud [online]. 2016, vol.14, n.2, pp.84-91. ISSN 1812-9528.  https://doi.org/10.18004/Mem.iics/1812-9528/2016.014(02)84-091.

The aim of this study was to determine the correlations between emotional intelligence, intelligence quotient and mean academic grades medical students from the National University of Asunción (UNA) and the National University of Caaguazú (UNCA), Paraguay. In addition, we correlated the score obtained by the students in the TMMS-24 test (emotional intelligence, EI) with their mean academic grades, sex and age; we associated also the score obtained by the students in the Domino test (for Intelligence Quotient, IQ) with their sex and age. This was an analytical observational, crosscut study, of convenience sampling. The sample consisted of 75 students from UNA and UNCA, in which we applied Domino test and the TMMS-24 test. Emotional perception, emotional understanding and emotional regulation of students found to be adequate (63%, 53.3% and 59%, respectively). The IQ score of students corresponded to a Medium and a Superior to Medium term in 53.4% of the sample. No correlation between EI, IQ or academic performance was observed; only age was inversely correlated with academic performance and, also, age was correlated with IQ and EI. This research showed that medical students are emotionally prepared to perceive and understand well their own feelings and to regulate them effectively, that medical students also have mental habits that favor their own productivity and that the academic average not only depends on the intellectual capacity of medical students, but also of certain emotional skills. In this research it was found that the IQ has close relationship with age.

Palabras clave : emotional intelligence; IQ; academic average; medical students; Paraguay.

        · resumen en Español     · texto en Español     · Español ( pdf )