La inteligencia emocional y la resolución de conflictos escolares: estudio correlacional

Objective: to identify the relationship between the dimensions of emotional intelligence in sixth and ninth-grade students at public educational institutions in Montería and their coping strategies for school conflicts. Methodology: a quantitative approach with a correlational scope and a cross-sectional non-experimental design was used. A survey was applied as a data collection technique to a random sample of 707 students, consisting of 354 sixth-grade students and 352 ninth-grade students, from 23 public institutions. Results: the findings reveal that students aged 11 to 13 years have a high level of self-esteem, which facilitates assertive communication, self-regulation in conflict situations, and positive relationships with others, with greater emphasis placed on empathy. In contrast, in the 14-18 age group, it was observed that higher intrinsic motivation enhances assertive communication, as well as self-regulation and relationships with peers, particularly when students have a better emotional understanding of their classmates. Conclusions: emotional intelligence in students is significantly and positively correlated with their strategies for coping with school conflicts. Additionally, empathy, emotional perception, assimilation, and understanding are positively and directly related to assertive communication and emotional self-regulation.