Resumen

BARRAZA LOPEZ, René  y  GONZALEZ-A, Mauricio. Academic achievement and self-perception of multiple intelligences and emotional intelligence in first-generation college. Rev. Actual. Investig. Educ [online]. 2016, vol.16, n.2, pp.269-292. ISSN 1409-4703.  http://dx.doi.org/10.15517/aie.v16i2.23930.

The aim of this paper was to determine the relationship between self-rated multiple intelligences and emotional intelligence, and academic performance achieved by 252 university students from different careers at the University St. Thomas-La Serena, after the first year of college. The theoretical and empirical data set that academic performance would be associated with novel variables, such as: being the first family member to start university studies and self-perceived ability; nevertheless, the evidence available regarding this relationship is still sparse and contradictory, even more if we consider that the evaluated group comes mainly from families with parents who do not have university training. From a quantitiative approach, we applied the TMMS-24 scale for assessing self-perceived emotional intelligence and MIDAS-teens to evaluate the perception of multiple intelligences scale; the results reveal weak correlations between academic performance and intelligences: linguistic, logical-mathematical, as well as an inverse correlation with the attention branch of emotional intelligence; in this way, it shows no correlation with the other dimensions of emotional intelligence and multiple intelligences. Using multiple regression analysis we state that it is not possible to explain the variance in academic performance from the perception of intelligence mentioned. The question related to the actual effect of the selfassessment of the own abilities in academic performance remains open, as does the effect of the valuation methods used in various subject areas regarding these results.

Palabras clave : Academic performance; multiple intelligences; emotional intelligence..

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