EMOTIONAL INTELLIGENCE AND ACADEMIC PERFORMANCE IN HIGHER EDUCATION

Abstract

Abstract: The objective of this study was to investigate whether there is a correlation between emotional management, perceived emotional intelligence, and academic performance among a sample of 406 students from a Higher Education Institution. The data were obtained through an execution test for the emotional management variable, a self-report questionnaire to measure perceived emotional intelligence, and to gather academic performance data, the technological department of the institution was asked for the overall average achieved by the participants over an academic semester. The data were processed in the statistical software SPSS, and the Pearson's correlation coefficient (r) was applied between the variables academic performance, emotional management, and perceived emotional intelligence. The results demonstrate a positive correlation between emotional management and academic performance. Furthermore, the clarity component of perceived emotional intelligence also correlates with academic performance. It is concluded that considering emotional variables in higher education processes, along with traditional cognitive factors, is important for achieving academic performance outcomes.