The impact of emotional intelligence on academic performance: a comprehensive review (#379)

Authors

Montero Estrella, Anthony Christian

Alvarez Condori, Lorely Zusset

Abstract

This RSL explores the relationship between emotional intelligence (EI) and academic performance, the main purpose is to provide a comprehensive understanding of the possible influences and implications for educational practices. Emotional intelligence, which is "the ability to recognize, understand and manage our own emotions, as well as the ability to recognize, understand and influence the emotions of others" Goleman (1995) has gained much importance in recent years, as a key factor to personal and professional success. The objective of this RSL is to analyze previous studies that have investigated the impact of emotional intelligence on academic performance. The findings reveal a positive correlation between high emotional intelligence and best academic performance. Students with a high emotional intelligence exhibit better coping mechanisms, problem-solving skills, and interpersonal relationships, all of which positively influence their learning outcomes. The effects at the individual level, that were analyzed in the RSL, were found through methods such as standardized questionnaires like the EQ-i (Emotional Intelligence Inventory) and the MSCEIT (Mayer-Salovey-Caruso Emotional Intelligence Test), the RSL addresses the implications for educational institutions which are responsible for formulating policies focused on improving academic performance. Some recommendations are focused on integrate the development of emotional intelligence into curricula, teacher training programs, and academic environments to foster an emotionally intelligent educational culture. In conclusion, the RSL consolidates current knowledge on the relationship between emotional intelligence and academic performance, focusing on the various dimensions of emotional intelligence that contribute to student success.