Emotional intelligence and academic performance in fifth grade students in a public educational institution, Tumbes, 2024
Year: 2025
Type: article
Study design: Observational Study
Abstract: The research aimed to determine the relationship between emotional intelligence and academic performance among fifth-grade students in a public school in Tumbes, Peru, in 2024. It aligns with SDG 4: Quality Education by addressing factors that influence learning outcomes. The specific objectives included analyzing the relationship between the dimensions of emotional intelligence—emotional attention, emotional clarity, and emotion repair—and academic performance. This quantitative, basic, non-experimental study employed a correlational causal design. The population consisted of 386 students, with a sample of 56 participants. The TMMS-24 test was used to assess emotional intelligence, while academic performance was evaluated through progress reports. The results indicated no significant relationship between emotional intelligence or its specific dimensions and academic performance (p > 0.05). The conclusions highlight that academic performance is not directly influenced by emotional intelligence but rather by contextual and mediating factors, such as motivation and socio-emotional environments.
Source: Alpha Centauri
DOI: 10.47422/ac.v6i1.190
Institution: Universidad César Vallejo
Language: English
Subfield: Social Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: diamond
OpenAlex ID: W4407389451