Relationship Between Emotional Intelligence and Decision-Making in Career Choice Among Final-Year High School Students in Colombia
Abstract
This study investigates the relationship between emotional intelligence (EI) and decision-making in the professional choice of eleventh grade students in a Colombian city. A quantitative approach with a descriptive cross-sectional design was used to assess decision-making. The Kuder test for career choice, Bar-On emotional intelligence test, and Bechara and Damasio card games were applied to this end. The findings indicated a positive and significant correlation (p < 0.005) between EI and career decision making, underscoring the pivotal influence of dimensions such as self-awareness (r = 0.42, p < 0.01), social skills (r = 0.44, p < 0.01), and general mood (r = 0.232, p < 0.05). Specifically, heightened self-awareness fosters a more profound comprehension of personal strengths and interests, while augmented social skills and positive moods enhance the capacity for effective interaction and the maintenance of a favorable attitude toward decisions.
One of the novel contributions of the present study is the absence of previous research using the instruments used here, which highlights its relevance within the field. Likewise, the findings obtained allow us to open a path of reflection on the importance of the phenomenon of professional choice, both in youth and society in general. These results suggest that strengthening EI in students not only improves their professional choice process, but can also reduce academic dropout and increase satisfaction in their future careers.
Keywords: Career choice, emotional intelligence, decision making, vocational guidance, secondary education.
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