Publicado:
2025-11-13Número:
Vol. 21 Núm. 2 (2024)Sección:
Investigación y DesarrolloCompetencias Socioemocionales En Estudiantes De Licenciatura En Informática
Socio-Emotional Competencies In Pre-Service Computer Science Teachers
Palabras clave:
perceived emotional intelligence, technological training, computer education, higher education, science-technology-society (en).Palabras clave:
inteligencia emocional percibida, formación tecnológica, educación en informática, educación superior, ciencia-tecnología-sociedad (es).Descargas
Resumen (es)
Este artículo analiza el perfil de inteligencia emocional percibida en estudiantes de primeros semestres de Licenciatura en Informática de la Universidad Pedagógica y Tecnológica de Colombia, para comprender condiciones subjetivas en la formación tecnológica. Se realizó un estudio cuantitativo, no experimental y transversal en 2025-1, aplicando la TMMS-24 a 100 estudiantes. Se estimó consistencia interna y se describieron puntajes en atención, claridad y reparación emocional, con comparaciones por sexo y semestre. Los resultados mostraron buena consistencia psicométrica y predominio de niveles adecuados en reparación emocional, junto a concentraciones bajas en atención y claridad. Las diferencias por sexo se dieron en atención emocional, sin variaciones significativas por semestre. Se evidencian perfiles emocionales heterogéneos que interactúan con evaluaciones y mediaciones digitales, invitando a reflexionar sobre la medición emocional y condiciones institucionales que afectan la participación en culturas tecnocientíficas.
Resumen (en)
This article analyzes the perceived emotional intelligence profile of first-semester Computer Science students at the Pedagogical and Technological University of Colombia to understand subjective conditions in technological training. A quantitative, non-experimental, cross-sectional study was conducted in the first semester of 2025, administering the TMMS-24 to 100 students. Internal consistency was estimated, and scores for attention, clarity, and emotional repair were described, with comparisons by sex and semester. The results showed good psychometric consistency and a predominance of adequate levels in emotional repair, along with low levels in attention and clarity. Differences by sex were observed in emotional attention, with no significant variations by semester. Heterogeneous emotional profiles were evident, interacting with digital assessments and mediations, prompting reflection on emotional measurement and institutional conditions that affect participation in techno-scientific cultures.
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