Predictive model of creativity based on emotional intelligence and collaborative learning in university students of Arequipa, Peru

Alanya-Beltran J.E.; Panduro-Ramirez J.G.; Quiroz-Quesada T.; Clemente-Castillo C.P.; Mori-Holguín J.Y.; Mori-Rojas G. · Psiquemag (2026) · DOI: 10.18050/psiquemag.v15i1.4296

Resumen

The present study aimed to determine the predictive capacity of emotional intelligence and collaborative learning about creative self-efficacy in university students of a private university in Arequipa, Peru. The sample consisted of 273 undergraduate students from a private university in Arequipa, aged between 18 and 25 years. The research was of quantitative approach, non-experimental, cross-sectional design and explanatory scope. The WLEIS-S scale for emotional intelligence, the Cooperative Learning Scale (CLS) for collaborative learning and the Creative Self-Efficacy Scale for creative self-efficacy were used. The statistical analysis was performed using SPSS version 26, applying descriptive statistics, Kolmogorov-Smirnov normality test and logistic regression, considering a significance level of .05. The results show that emotional intelligence explains global creative self-efficacy with R2 values of.318 (Cox and Snell) and.438 (Nagelkerke), while collaborative learning reaches.292 and.404; however, combining both (IE + AC) increases the explanation to.372 and.521. In the generation of ideas, emotional intelligence presents.241 and.332, collaborative learning.218 and.304, and together.289 and.401. For creative performance, emotional intelligence reaches.265 and.364, collaborative learning.246 and.343, and the combined model.316 and.447. Finally, in self-assessment, emotional intelligence explains.229 and.318, collaborative learning.207 and.292, and the combination of the two.278 and.389, confirming that the joint model offers greater explanatory power in all dimensions.

Instituciones: Universidad San Ignacio de Loyola; Universidad Tecnológica del Perú; Universidad Autónoma del Perú