Abstract logical reasoning and emotional intelligence: trajectories in the training of university students

Abstract

In this research the relationship between logical-abstract reasoning and emotional intelligence that have students from the National University of Chimborazo is established. The study was quantitative, descriptive, correlational, explanatory, non-experimental and transversal nature. Forty-six students participated in three races: Exact Sciences, Social Sciences and Culture Aesthetics. Reasoning test logic abstract, consisting of four sub areas: exploration for two instruments were used graphic series, arithmetic operations with abstract symbols, graphic analogies and logical analytical reasoning; and TMMS-24, a self-reported levels of emotional intelligence scale consists of three factors: perception, understanding and regulation. The hypothesis holds that a relationship exists between the abstract logic intelligence and emotional intelligence factors. The results show that 52% of students are in a regular level of logical-abstract reasoning, compared with 48% having a good level; the factors of Emotional Intelligence, 57% reach adequate levels of perception, 70% good and 64% understanding lies with proper regulation of their emotions. In the analysis of the data by gender differences are apparent in the results, but not in those obtained by race. To test the hypothesis correlation test we were performed using SPSS. As a general conclusion states that there is no relationship between logical-abstract reasoning and emotional intelligence. Finally, we must consider that a real training requires intellectual development and also the work of emotional competencies.