Inteligencia Emocional y aprendizaje del Inglés: una mirada desde la autoestima en contextos escolares
DOI:
https://doi.org/10.63535/d77zm761Keywords:
Inteligencia emocional; Aprendizaje del inglés; Autoestima; Contextos escolares.Abstract
Transformar las aulas y los procesos formativos en entornos de aprendizaje amenos es esencial para optimizar la enseñanza, especialmente en la adquisición de un segundo idioma. Incorporar lo sensitivo como eje central permite conectar emocionalmente con los estudiantes, facilitando la comprensión y retención de contenidos. Este enfoque fomenta un ambiente interactivo y atractivo, donde las experiencias sensoriales y prácticas estimulan la curiosidad y el interés genuino por aprender. De esta manera, el objetivo plantea determinar la relación existente de la autoestima en contextos escolares de Bachillerato mediada por la inteligencia emocional y aprendizaje del inglés. La investigación se enmarca en una metodología cuantitativa, circunscrita en un estudio correlacional. La muestra estuvo representada por 106 escolares. El coeficiente Alfa de Cronbach obtenido para el instrumento fue de 0.87. Los análisis correlacionales mostraron una relación positiva significativa entre la autoestima y la inteligencia emocional (r=0.68, p<0.01), lo que sugiere que los estudiantes con mayor inteligencia emocional tienden a reportar niveles más altos de autoestima. Asimismo, se encontró una correlación positiva entre la autoestima y el aprendizaje del inglés (r=0.52, p<0.01), evidenciando que los estudiantes con mejores habilidades en el idioma inglés presentan una autoestima más elevada.
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Copyright (c) 2026 Raquel Aracely Ramos Coronel, Andrea Nicole Cajas Avilés, Verónica Elizabeth Vallejos Caizachana, Monica Alexandra Carrera Sanchez, Mercedes Lilian Travez Moreno, Ana del Rocío Cumba Simbaña (Autor/a)
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