Habilidades de inteligencia emocional en escolares de la ciudad de Cuenca

Abstract

Emotional intelligence is defined as the ability to recognize, understand, and regulate one's and others' emotions. Previous research has highlighted its potential positive impact on academic performance, considering it a key factor in personal and educational development. This study analyzed the relationship between emotional intelligence and academic performance in students from different schools in the city of Cuenca, Ecuador. The emotional skills of 132 students (86 boys and 55 girls) with an average age of 9.21 years were assessed using TMMS-24 (Trait Meta Mood Scale). Results showed that there is no statistically significant relationship between emotional intelligence and academic performance in this sample. However, important differences based on gender were identified, as girls demonstrated a greater ability to deal with to their emotions, compared to boys. On the other hand, both groups showed similar results in regard to emotional clarity and regulation. These findings contrast with research that has reported a positive relationship between emotional intelligence and academic performance. Nevertheless, the study highlights the remarkable role of girls in emotional care, suggesting the need to delve deeper into gender differences and their influence on the development of emotional skills within the educational context.