Emotional intelligence and academic performance, variable or category in scientific research?

Abstract

The research aims to analyze the categorical relationship between emotional intelligence and academic performance among university students, due to these are categories whose similarity provides important data to discriminate conceptually and operational use within university education. The study is based on the Prisma method whose database originates from Scopus, PubMed and Web of Science.
The review of specialized literature corresponds to a data of 1011 articles, of which, as well using analysis criteria, 78 articles and other documents have been selected. The finding is focused on the importance of emotional intelligence as a category/variable that should be independent from the conceptual and within the spectrum of epistemology to academic performance, considering that its demonstration is a human faculty, useful for human development and that transcends in that it has other categories in common such as self-realization, self-concept,
adaptability, self-management, motivation, self-esteem, emotion management, resilience, anxiety and depression.