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

Authors

  • Raquel Yovana Tello Flores Universidad Nacional Pedro Ruiz Gallo. Lambayeque, Perú
  • Lindon Vela Meléndez Universidad Nacional Pedro Ruiz Gallo. Lambayeque, Perú
  • María del Pilar Fernández Celis Universidad Nacional Pedro Ruiz Gallo. Lambayeque, Perú
  • Beder Bocanegra Vilcamango Universidad Nacional Pedro Ruiz Gallo. Lambayeque, Perú

DOI:

https://doi.org/10.15443/codes2069

Keywords:

emotional intelligence, academic performance, categorical analysis

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.

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Published

2023-11-08

How to Cite

Tello Flores, R. Y. ., Vela Meléndez, L. ., Fernández Celis, M. del P. ., & Bocanegra Vilcamango, B. . (2023). Emotional intelligence and academic performance, variable or category in scientific research?. Higher Education Teaching Congress CODES, 5. https://doi.org/10.15443/codes2069