Emotional intelligence and student performance: a case in the field of religious education
Journal Title: Prohominum - Year 2024, Vol 6, Issue 3
Abstract
The levels of Emotional Intelligence (EI) were identified and EI was related to academic performance (RE) in religious and pastoral education students in Ecuador. The population was 1200 adult male students. The random probability sample included 292 subjects. EI was explored using the TMMS-24 Questionnaire (α:≥0.86) (Mayer & Salovey, 1997), composed of three dimensions (Emotional Attention-AE; Emotional Clarity-CE α:0.90; Emotional Repair-RpE). Scores and EI level were calculated. The ER was based on the records (scores and levels). Jamovi 2.5.6 software was used. Frequencies and percentages per level were calculated. Correlation was based on Test-Spearman (α: 0.05). EI levels were found to be mostly adequate, which coincides with what has been reported in the literature; this validates the cross-cultural basis of this test, and in this sense, it is assumed that its use can be a factor that expands EI diagnoses in the institution. Dimensional probing also revealed adequate levels for the AE, CE and RpE components. A direct relationship between EI and ER was identified (Rho: < 0.05), which highlights the importance of diagnosing and pinpointing EI levels. Ongoing monitoring of EI is recommended as it has been identified as a factor that helps predict ER, as reported by Salcedo Rodríguez et al. (2020). New work perspectives are opening up in terms of conducting research that integrates explorations of anxiety, stress, EI and academic burnout, and their causal influence on ER
Authors and Affiliations
Edilberto Melo Rosero, Byron Fernando Morales Pazmiño, Reyes Víctor Manuel, Jelly Katherine Lugo Bustillos, Mervis Antonio García Bustillos
Keywords
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- EP ID EP752979
- DOI https://doi.org/10.47606/ACVEN/PH0281
- Views 33
- Downloads 2
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