Inteligencia emocional y clima escolar en estudiantes secundarios de una institución privada de Lima

Emotional intelligence and school climate among secondary students at a private institution in Lima

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Publicado: 2026-10-08
DOI: https://doi.org/10.33996/revistahorizontes.v10i44.1316
Palabras clave:
"Adaptación escolar"; "Clima social"; "Educación secundaria"; "Inteligencia emocional"; "Relaciones interpersonales"
Keywords:
"School adjustment"; "Social climate"; "Secondary education"; "Emotional intelligence"; "Interpersonal relations";

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Joan Carlos Espinoza Sotelo
Universidad Privada del Norte. Lima, Perú
https://orcid.org/0000-0002-8324-6668
Guisela Cynhia Gereda Quispe
Universidad Tecnológica del Perú. Lima, Perú
https://orcid.org/0000-0002-9198-760X
Milagros Esther Rojas Carbajal
Universidad Tecnológica del Perú. Lima, Perú
https://orcid.org/0000-0001-9930-3463
Elio Javier Huaman Flores
Universidad Privada San Juan Bautista. Lima, Perú
https://orcid.org/0000-0002-8461-5082
Contexto: la inteligencia emocional y el clima escolar constituyen dimensiones fundamentales del desarrollo socioafectivo de los adolescentes, pues influyen en la convivencia, el bienestar y el desempeño académico. Objetivo: determinar la relación entre la inteligencia emocional y el clima escolar en estudiantes de secundaria de una institución educativa privada en Villa el Salvador, Lima, durante el año 2024. Metodología: investigación cuantitativa, correlacional, no experimental y transversal. La muestra estuvo conformada por 142 estudiantes de secundaria. Se aplicaron el Trait Meta-Mood Scale (TMMS-24) y la Escala de Clima Social Escolar (CES) de Moos, ambos validados en población peruana. El análisis se realizó mediante la prueba no paramétrica Rho de Spearman. Resultados: no se evidenció relación significativa entre la inteligencia emocional y el clima escolar (p = .583), ni entre las dimensiones atención (p = .392), claridad (p = .223) y reparación emocional (p = .223) con el clima escolar. Conclusión: las variables resultaron independientes, lo que indica que la percepción del clima escolar podría vincularse con factores distintos a la inteligencia emocional en la población estudiada.
Background: Emotional intelligence and school climate are fundamental dimensions of adolescents' socio-emotional development, influencing coexistence, well-being, and academic performance. Objective: To determine the relationship between emotional intelligence and school climate among secondary school students at a private educational institution in Villa El Salvador, Lima, during 2024. Methodology: This was a quantitative, correlational, non-experimental, and cross-sectional study. The sample consisted of 142 secondary school students. The Trait Meta-Mood Scale (TMMS-24) and the Moos School Social Climate Scale (CES), both validated in Peruvian populations, were administered. The analysis was performed using Spearman's Rho non-parametric test. Results: No significant relationship was found between emotional intelligence and school climate (p = .583), nor between the dimensions of attention (p = .392), clarity (p = .223), and emotional repair (p = .223) and school climate. Conclusion: the variables were independent, indicating that the perception of the school climate could be linked to factors other than emotional intelligence in the studied population.

Detalles del artículo

Número

Vol. 10 Núm. 44 (2026): Octubre - Diciembre

Sección

INVESTIGACIONES

Cómo citar

Inteligencia emocional y clima escolar en estudiantes secundarios de una institución privada de Lima. (2026). Horizontes Revista De Investigación En Ciencias De La Educación, 10(44), 1-13. https://doi.org/10.33996/revistahorizontes.v10i44.1316
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