Emotional Intelligence and Aggressive Behaviors in students at an Educational Institution in Pacasmayo, 2024

Burgos Segura Y.A.; García Agurto G.L.; Gallegos Reyes Y.S.; Parra Hermenegildo L.D.; Puycan Zavaleta J.K.; Rodriguez Reyna S.; Nauca Torres E.S. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2025) · DOI: 10.18687/laccei2025.1.1.430

Resumen

The present researchaimed to determine the relationship between Emotional Intelligence andAggressive Behaviors in fourth-year high school students from an educational institution in Pacasmayo, 2024. This study was characterized as applied research with a quantitative nature, adopting a non-experimental design with a descriptive-correlational scope, contributing to the Sustainable Development Goal (SDG) 4 of the 2030 United Nations Agenda: Quality Education, promoting emotional well-being, and reducing school violence. The sample consisted of 67students, anddata was collected throughvalidated questionnaires on Emotional Intelligence andAggressive Behaviors, demonstrating high reliability according to Cronbach’s Alpha coefficient. The results revealed that 85% of the students exhibited low levels of Emotional Intelligence, with the intrapersonal dimension and stress management being the most affected. RegardingAggressive Behaviors, 87% showed medium levels, with hostility andanger being predominant. In conclusion, the research revealed a weak but significant negative correlation, indicating thatas Emotional Intelligence levels increase, aggressive behaviors decrease. This highlights that developing emotional skills in adolescents can contribute to reducing aggressive behaviors in the school environment.

Instituciones: Universidad César Vallejo