Emotional intelligence and student performance: a case in the field of religious education
DOI:
https://doi.org/10.47606/ACVEN/PH0281Keywords:
Emotional Attention, Emotional Clarity-EC, Emotional Intelligence, Academic Performance, Emotional RepairAbstract
The levels of Emotional Intelligence were identified and EI was related to academic performance in religious and pastoral education students in Ecuador. The population was 1200 adult male students. The random probability sample included 292 subjects. EI was explored using the TMMS-24 Questionnaire, composed of three dimensions. Scores and EI level were calculated. The ER was based on the records. Jamovi software was used. Frequencies and percentages per level were calculated. Correlation was based on Test-Spearman. EI levels were found to be mostly adequate, which coincides with what has been reported in the literature; this validates the cross-cultural basis of this test, and in this sense, it is assumed that its use can be a factor that expands EI diagnoses in the institution. Dimensional probing also revealed adequate levels for the AE, CE and RpE components. A direct relationship between EI and ER was identified, which highlights the importance of diagnosing and pinpointing EI levels. Ongoing monitoring of EI is recommended as it has been identified as a factor that helps predict ER, as reported by Salcedo Rodríguez et al. New work perspectives are opening up in terms of conducting research that integrates explorations of anxiety, stress, EI and academic burnout, and their causal influence on ER.
Downloads
References
Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2011). Classroom emotional climate, teacher affiliation, and student conduct. Journal of Classroom Interaction, 46(1), 27-36. https://www.jstor.org/stable/23870549
Ciarrochi, J., Deane, F. P., & Anderson, S. (2002). Emotional intelligence moderates the relationship between stress and mental health. Personality and Individual Differences, 32(2), 197-209. https://doi.org/10.1016/S0191-8869(01)00012-5
Elipe, P., Mora-Merchán, J. A., Ortega-Ruiz, R., & Casas, J. A. (2015). Perceived emotional intelligence as a moderator variable between cybervictimization and its emotional impact. Frontiers in Psychology, 6, 486. https://doi.org/10.3389/fpsyg.2015.00486
Extremera, N., & Fernández-Berrocal, P. (2005). Perceived emotional intelligence and life satisfaction: Predictive and incremental validity using the Trait Meta-Mood Scale. Personality and Individual Differences, 39(5), 937-948. https://doi.org/10.1016/j.paid.2005.03.012
Extremera, N., Durán, A., & Rey, L. (2007). Perceived emotional intelligence and dispositional optimism–pessimism: Analyzing their role in predicting psychological adjustment among adolescents. Personality and Individual Differences, 42(6), 1069-1079. https://doi.org/10.1016/j.paid.2006.09.014
Fernández Berrocal, P., & Extremera Pacheco, N. E. (2005). La Inteligencia Emocional y la educación de las emociones desde el Modelo de Mayer y Salovey. Revista Interuniversitaria de Formación del Profesorado, 19(3), 63-93. https://www.redalyc.org/articulo.oa?id=27411927005
Fernández-Lasarte, O., Ramos-Díaz, E., Palacios, E. G., & Rodríguez-Fernández, A. (2019). Estudio comparativo entre educación superior y media: Efecto del apoyo social percibido, el autoconcepto y la inteligencia emocional en el rendimiento académico. Educación XX1, 22(2), Article 2. https://doi.org/10.5944/educxx1.22526
García-Fernández, M., & Giménez Mas, S. I. (2010). La inteligencia emocional y sus principales modelos: Propuesta de un modelo integrador. Espiral. Cuadernos del profesorado, 3(6), 4. https://dialnet.unirioja.es/servlet/articulo?codigo=3736408
Gómez-Núñez, M. I., Torregrosa, M. S., Inglés, C. J., Lagos San Martín, N. G., Sanmartín, R., Vicent, M., & García-Fernández, J. M. (2020). Factor Invariance of the Trait Meta-Mood Scale–24 in a Sample of Chilean Adolescents. Journal of Personality Assessment, 102(2), 231-237. https://doi.org/10.1080/00223891.2018.1505730
González, R., Custodio, J. B., & Abal, F. J. P. (2020). Propiedades psicométricas del Trait Meta-Mood Scale-24 en estudiantes universitarios argentinos. Psicogente, 23(44), 1-26. https://doi.org/10.17081/psico.23.44.3469
Hamissi, J., Babaie, M., Hosseini, M., & Babaie, F. (2013). The Relationship between Emotional Intelligence and Technology Addiction among University Students. International Journal of Collaborative Research on Internal Medicine & Public Health, 5(5), 310-319. https://www.iomcworld.org/articles/the-relationship-between-emotional-intelligence-andtechnology-addiction-among-university-students.pdf
Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. https://doi.org/10.3102/0034654308325693
Lazo Lazo, J. G., Noronha de Oliveira, S., Kaltenbrunner Graf, A., & Vallejos Saavedra, B. J. (2021). Influence of emotional intelligence components on academic school performance: Analysis in an educational institution in Peru. South Florida Journal of Development, 2(5), Article 5. https://doi.org/10.46932/sfjdv2n5-053
Li, N., Li, S., & Fan, L. (2021). Risk Factors of Psychological Disorders After the COVID-19 Outbreak: The Mediating Role of Social Support and Emotional Intelligence. The Journal of Adolescent Health: Official Publication of the Society for Adolescent Medicine, 69(5), 696-704. https://doi.org/10.1016/j.jadohealth.2021.07.018
Lotzin, A., Acquarini, E., Ajdukovic, D., Ardino, V., Böttche, M., Bondjers, K., Bragesjö, M., Dragan, M., Grajewski, P., Figueiredo-Braga, M., Gelezelyte, O., Javakhishvili, J. D., Kazlauskas, E., Knefel, M., Lueger-Schuster, B., Makhashvili, N., Mooren, T., Sales, L., Stevanovic, A., & Schäfer, I. (2020). Stressors, coping and symptoms of adjustment disorder in the course of the COVID-19 pandemic—Study protocol of the European Society for Traumatic Stress Studies (ESTSS) pan-European study. European Journal of Psychotraumatology, 11(1), 1780832. https://doi.org/10.1080/20008198.2020.1780832
MacCann, C., Jiang, Y., Brown, L. E. R., Double, K. S., Bucich, M., & Minbashian, A. (2020). Emotional intelligence predicts academic performance: A meta-analysis. Psychological Bulletin, 146(2), 150-186. https://doi.org/10.1037/bul0000219
Mayer, J. D., & Salovey, P. (1997a). What is emotional intelligence? En Emotional development and emotional intelligence: Educational implications (pp. 3-34). Basic Books. https://psycnet.apa.org/record/1997-08644-001
Mayer, J. D., & Salovey, P. (1997b). What is emotional intelligence? In P. Salovey & D. J. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications (pp. 3-31). Basic Books.
Medina, P. (2020). La inteligencia emocional y su relación con el apoyo social y el autoconcepto como factores que influyen en el rendimiento académico de estudiantes de los niveles primario, secundario y superior. Revista Científica Arbitrada de la Fundación MenteClara, 5(0), Article 0. https://doi.org/10.32351/rca.v5.203
Mérida-López, S., & Extremera, N. (2017). Emotional intelligence and teacher burnout: A systematic review. International Journal of Educational Research, 85, 121-130. https://doi.org/10.1016/j.ijer.2017.07.006
Mikulic, I. M., Crespi, M., & Caballero, R. (2018). Construcción de un inventario de inteligencia emocional percibida para adultos. Ciencias Psicológicas, 12(1), 121-136. https://dialnet.unirioja.es/servlet/articulo?codigo=6464524
Moral Castro, R., Pérez Dueñas, C., & Cassaretto, M. (2022). Inteligencia Emocional y Ansiedad en tiempos de pandemia: Un estudio sobre sus relaciones en jóvenes adultos. Ansiedad y Estrés, 28(2-3), 122-130. https://doi.org/10.5093/anyes2022a14
Prafitriyani, S., Magfirah, I., Amir, N. F., Irmawati, A. & Umanailo, M. C. B. (2019). Influence of emotional intelligence on mathematics learning outcomes of class VII middle school 9 Buru students. International Journal of Scientific & Technology Research, 8(10), 1490-1494. https://www.ijstr.org/final-print/oct2019/Influence-Of-Emotional-Intelligence-On-Mathematics-Learning-Outcomes-Of-Class-Vii-Middle-School-9-Buru-Students.pdf
Peña-Sarrionandia, A., Mikolajczak, M., & Gross, J. J. (2015). Integrating emotion regulation and emotional intelligence traditions: A meta-analysis. Frontiers in Psychology, 6, 160. https://doi.org/10.3389/fpsyg.2015.00160
Reyes, V. M., Bustillos, J. K. L., & Morales, A. G. S. (2024). FLIPPED CLASSROOM Y APRENDIZAJE: FACTORES DETERMINANTES DEL APRENDIZAJE EN POSTGRADO. YACHAQ, 7(1), Article 1. https://doi.org/10.46363/yachaq.v7i1.2
Reyes, V. M., Luján, V. W. R., Rodríguez, Ó. F. S., Jiménez, J. R. R., Antepara, D. N. C., Mendoza, G. R. G., Morales, A. G. S., Bustillos, J. K. L., Farías, W. B., & Varela, R. E. P. (2023). Student Perspective of Learning in Research Courses in Law Under the Flipped Classroom Modality. Journal of Law and Sustainable Development, 11(11), e1441-e1441. https://doi.org/10.55908/sdgs.v11i11.1441
Rivera-Véliz, A. J., & Araujo-Robles, E. D. (2020). Relación entre inteligencia emocional y riesgo de adicción a redes sociales en estudiantes de educación superior no universitaria de Lima Metropolitana. Revista Psicológica Herediana, 13(1), 1-11. https://doi.org/10.20453/rph.v13i1.3848
Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., Caruso, D. R., & Salovey, P. (2012). Measuring emotional intelligence in early adolescence with the MSCEIT-YV: Psychometric properties and relationship with academic performance and psychosocial functioning. Journal of Psychoeducational Assessment, 30(4), 344-366. https://doi.org/10.1177/0734282912449443
Rodríguez, J., Sánchez, R. F., Ochoa, L. M., Cruz, I. A., & Fonseca, R. T. (2019). Niveles de inteligencia emocional según género de estudiantes en la educación superior. Revista ESPACIOS, 40(31), 26. https://www.revistaespacios.com/a19v40n31/19403126.html
Salcedo Rodríguez, M. N., & Prez Vázquez, M. D. (2020). Relación entre inteligencia emocional y habilidades matemáticas en estudiantes de secundaria. Mendive. Revista de Educación, 18(3), 618-628. http://scielo.sld.cu/scielo.php?script=sci_abstract&pid=S1815-76962020000300618&lng=es&nrm=iso&tlng=es
Salovey, P., Mayer, J. D., Goldman, S. L., Turvey, C., & Palfai, T. P. (1995). Emotional attention, clarity, and repair: Exploring emotional intelligence using the Trait Meta-Mood Scale. En Emotion, disclosure, & health (pp. 125-154). American Psychological Association. https://doi.org/10.1037/10182-006
Sánchez-Álvarez, N., Extremera, N., & Fernández-Berrocal, P. (2016). The relation between emotional intelligence and subjective well-being: A meta-analytic investigation. The Journal of Positive Psychology, 11(3), 276-285. https://doi.org/10.1080/17439760.2015.1058968
Sánchez-Cabrero, R., Arigita-García, A., Gil-Pareja, D., Sánchez-Rico, A., Martínez-López, F., & Sierra-Macarrón, L. (2022). Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24. Sustainability, 14(6), Article 6. https://doi.org/10.3390/su14063142
Suleman, Q., Hussain, I., Syed, M. A., Parveen, R., Lodhi, I. S., & Mahmood, Z. (2019). Association between emotional intelligence and academic success among undergraduates: A cross-sectional study in KUST, Pakistan. PLOS ONE, 14(7), e0219468. https://doi.org/10.1371/journal.pone.0219468
Torres, B., & Pérez, M. (2019). El valor de la inteligencia emocional para aprender matemática. SCIÉNDO, 22(3), Article 3. https://doi.org/10.17268/sciendo.2019.026
Touron, J. (1984). Factores del rendimiento académico en la universidad. EUNSA.
Valdivia Vázquez, J. A., Rubio Sosa, J. C. A., & French, B. F. (2015). Examination of the Spanish Trait Meta-Mood Scale-24 Factor Structure in a Mexican Setting. Journal of Psychoeducational Assessment, 33(5), 473-482. https://doi.org/10.1177/0734282914552052
Yin, H., Lee, J. C. K., Zhang, Z., & Jin, Y. (2013). Exploring the relationship among teachers' emotional intelligence, emotional labor strategies and teaching satisfaction. Teaching and Teacher Education, 35, 137-145. https://doi.org/10.1016/j.tate.2013.06.006
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Edilberto Melo Rosero, Byron Fernando Morales Pazmiño, Reyes Víctor Manuel, Jelly Katherine Lugo Bustillos, Mervis Antonio García Bustillos
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
