Emotional intelligence and academic performance in a sample of university students: A correlational study

Cueva-Chata M.S.; Yana-Salluca M.; Vizcarra-Herles N.E.; Cutipa-Luque R.; Larico-Uchamaco G.R.; Mendoza-Zuñiga M. · Salud, Ciencia y Tecnologia (2024) · DOI: 10.56294/saludcyt20241010

Resumen

Introduction: emotional intelligence is a concept that has become increasingly relevant in various areas of life, including work, interpersonal relationships, and education. Objective: to determine if emotional intelligence is related to the academic performance of students at a public university in Peru. Methods: quantitative research, with a non-experimental and cross-sectional correlational design. The sample consisted of 172 students, estimated using convenience sampling. The instruments used for data collection were the Emily Sterrett Test and the consolidated evaluation record. Results: the Pearson correlation coefficient (r) for emotional intelligence and academic performance variables was 0,835 (p <0,05). This implies that students with higher levels of emotional intelligence tend to have better academic performance. Conversely, students with lower levels of emotional intelligence may experience difficulties in regulating their emotions, managing stress, and establishing healthy interpersonal relationships, which could negatively impact their academic performance. Conclusions: there is a direct and significant relationship between emotional intelligence and academic performance among students at a public university in Peru. This finding underscores the importance of integrating the development of emotional intelligence into the university curriculum to promote a comprehensive educational approach that focuses not only on academic knowledge but also on the emotional well-being and personal growth of students.

Instituciones: Universidad Nacional del Altiplano; Universidad Nacional de Cañete