Mindfulness, Emotional Intelligence and Academic Performance

This study aims to put into perspective the impact of Mindfulness on emotional intelligence and academic performance in students of the First Cycle of the Secondary Level, in the educational center Bélgica Adela Mirabal Reyes of the Educational District 10-06, Santo Domingo East, during the school year 2017-2018. This research is of a quasi-experimental, descriptive, explanatory, quantitative and cross-sectional type, and the method used was the deductive logical method. The type of sample was non-probabilistic and was represented by an experimental group of 84 students and a control group of 75 students for a total of 159 students. The research variables were: Mindfulness Capacity, Emotional Intelligence and Academic Performance. The instruments used were: Emotional Intelligence Test 24 (pre-test/post-test), Mindfulness Scale (MAAS) (pre-test/post-test), Grade Records and Grading Sheets. In a general sense it was concluded that the participation of the experimental group in the Mindfulness program positively impacted both their EQ in each of the aspects evaluated and their academic performance.

Autorentext

Glenys S. Domínguez H. hat einen Bachelor-Abschluss in Pädagogik und klinischer Psychologie, einen Master-Abschluss in Hochschulbildung und einen Master-Abschluss in Schulpsychologie. Sie studierte Achtsamkeit in klinischer Psychologie in Argentinien und kontextuelle Therapien in Spanien. Derzeit ist sie Doktorandin in Psychologie an der Universität von Baja California.