Tiempo de uso de videojuegos y la inteligencia emocional en estudiantes de secundaria de la institución educativa José Abelardo Quiñones Gonzales
Fecha
2025
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Universidad Antonio Ruiz de Montoya
Resumen
El desarrollo de una buena inteligencia emocional en una edad crucial, donde la socialización es nuestro objetivo, como es la adolescencia, es fundamental, ya que no tener una buena inteligencia emocional podría afectar su desarrollo social y emocional. Por lo tanto, el objetivo de esta investigación fue evaluar la relación entre la IE y los videojuegos en estudiantes de secundaria de la Institución Educativa José Abelardo Quiñones Gonzales, en relación con su tiempo de uso. La hipótesis del estudio fue que existe una relación relevante entre el tiempo de uso de los videojuegos y la inteligencia emocional en estudiantes de secundaria de la Institución Educativa José Abelardo Quiñónez Gonzales. La investigación fue descriptiva. La población objetivo estuvo conformada por 234 estudiantes de ambos sexos. Se utilizaron instrumentos como una ficha sociodemográfica y la Escala de Inteligencia Emocional WLEIS. El diseño óptimo para esta investigación fue no experimental correlacional con un enfoque cuantitativo. La hipótesis se puso a prueba mediante el uso de la Escala de Inteligencia Emocional WLEIS en contraste con el tiempo dedicado a los videojuegos, utilizando el programa estadístico SPSS. La principal conclusión fue que existe una baja relación entre el tiempo dedicado a jugar videojuegos y las diferentes áreas de la inteligencia emocional en los estudiantes de secundaria de la Institución Educativa José Abelardo Quiñónez Gonzales.
The development of a good emotional intelligence at an essential age where socializing is our goal, such as adolescence, is essential, since not having a good emotional intelligence could affect their social and emotional development. Therefore, the objective was to evaluate the relationship between EI and video games in high school students of the José Abelardo Quiñones Gonzales Educational Institution, in relation to their time of use. The hypothesis of the study was that there is a relationship between the time of use of video games and emotional intelligence in high school students of the José Abelardo Quiñonez Gonzales Educational Institution. The research was descriptive. The sample consisted of 234 male and female students. The instruments used were a sociodemographic form and the WLEIS Emotional Intelligence Scale. The research design was non-experimental correlational with a quantitative approach. The hypothesis was tested by applying the WLEIS Emotional Intelligence Scale in contrast with the time spent playing video games, using the SPSS statistical program. The main conclusion was that there is a low relationship between the time spent playing video games and the different areas of emotional intelligence in high school students of the José Abelardo Quiñonez Gonzales Educational Institution.
The development of a good emotional intelligence at an essential age where socializing is our goal, such as adolescence, is essential, since not having a good emotional intelligence could affect their social and emotional development. Therefore, the objective was to evaluate the relationship between EI and video games in high school students of the José Abelardo Quiñones Gonzales Educational Institution, in relation to their time of use. The hypothesis of the study was that there is a relationship between the time of use of video games and emotional intelligence in high school students of the José Abelardo Quiñonez Gonzales Educational Institution. The research was descriptive. The sample consisted of 234 male and female students. The instruments used were a sociodemographic form and the WLEIS Emotional Intelligence Scale. The research design was non-experimental correlational with a quantitative approach. The hypothesis was tested by applying the WLEIS Emotional Intelligence Scale in contrast with the time spent playing video games, using the SPSS statistical program. The main conclusion was that there is a low relationship between the time spent playing video games and the different areas of emotional intelligence in high school students of the José Abelardo Quiñonez Gonzales Educational Institution.
Descripción
Palabras clave
Videojuegos, Inteligencia emocional, Desarrollo social, Desarrollo emocional, Estudiantes, Educación básica secundaria, Psicología
Citación
Diaz, R. (2025). Tiempo de uso de videojuegos y la inteligencia emocional en estudiantes de secundaria de la institución educativa José Abelardo Quiñones Gonzales [Tesis de pregrado, Universidad Antonio Ruiz de Montoya]. Repositorio Institucional UARM. http://hdl.handle.net/20.500.12833/2749