Resumen

LOZANO-RODRIGUEZ, ARMANDO; GARCIA-VAZQUEZ, FERNANDA INÉZ  y  GARCIA-CUE, JOSÉ LUIS. Relationship between learning styles in remote environments and emotional intelligence in undergraduate students. Rev. Diálogo Educ. [online]. 2020, vol.20, n.64, pp.143-169.  Epub 22-Abr-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.064.ds07.

The way in which a student learns depends on various factors such as family, environmental, personal, cognitive and emotional. A student may prefer a way of learning, which is directly related to his learning style; but it can also be formed better depending on the emotions it presents at the time of the act of educating itself. If the incorporation of ICT in educational programs in distance modalities is added to the above, the panorama takes on a different nuance. Therefore, this research was aimed to relate the learning styles in remote environments with some Emotional Intelligence factors of undergraduate students of Southern Sonora University in Mexico. The research was quantitative, non-experimental and correlational. The sample consisted of 193 university students from various careers enrolled in August 2018. Two questionnaires were used: The Chiron Test for Learning Styles and the Emotional Intelligence Questionnaire (EIQ). Data were analyzed by descriptive statistics, normality tests, correlation analysis and comparison of two independent samples. It was identified that students who earn higher values in Analytical Learning Styles, Global, dependent, theoretical and practical values obtained lower values in the four emotional dimensions. Students with higher scores in the Verbal Learning Style have lower values in Self-regulation, Self-efficacy and Empathy. Also, gender and type of career influenced the values obtained. It was concluded that there is a relationship between Learning Styles and Emotional Intelligence.

Palabras clave : Learning styles; Emotional Intelligence; Learning; Undergraduate.

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