Emotional intelligence, academic performance and gender differences among undergraduate students
DOI:
https://doi.org/10.67799/prolepsis.2026.13.1.03Keywords:
emotional intelligence, academic performance, higher education, genderAbstract
Background: Emotional intelligence is a construct of growing interest in the field of education due to its potential influence on students’ academic performance and well-being. Method: This study aims to analyse differences in emotional intelligence by gender and to examine the relationship between emotional intelligence and academic performance among undergraduate students at the University of Valladolid. A non-experimental, descriptive, cross-sectional and correlational study was conducted with a sample of 218 university students (84% women and 16% men), aged between 18 and 29. Emotional intelligence was assessed using the Trait Meta-Mood Scale-24, which measures the dimensions of emotional attention, emotional clarity and emotional repair. Results: No significant differences were observed in emotional clarity, emotional repair or academic performance. Furthermore, no correlation was found between emotional intelligence and academic performance. Conclusion: These findings contribute to the debate on the relationship between emotional intelligence and academic performance among university students.
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