000127655 001__ 127655
000127655 005__ 20240731103344.0
000127655 0247_ $$2doi$$a10.1016/j.tsc.2023.101355
000127655 0248_ $$2sideral$$a134765
000127655 037__ $$aART-2023-134765
000127655 041__ $$aeng
000127655 100__ $$0(orcid)0000-0001-8473-8114$$aQuílez-Robres, Alberto$$uUniversidad de Zaragoza
000127655 245__ $$aEmotional intelligence and academic performance: A systematic review and meta-analysis
000127655 260__ $$c2023
000127655 5060_ $$aAccess copy available to the general public$$fUnrestricted
000127655 5203_ $$aNumerous studies have related emotional intelligence to academic performance, because education and its regulation play an important role in the cognitive processes involved in attention and in situations that require management and self-control. The main aim of this meta-analytical study is to investigate the relationship between academic performance and emotional intelligence. The study also addresses the role played by certain moderating factors, such as age, sex, country, geographical region, type of performance and psycho-developmental stage of individuals. A thorough review of the existing literature was undertaken, comprising 27 articles, 28 samples and 13,909 participants. The study was based on PRISMA protocols and consensus between the participating scientists. The results suggest that emotional intelligence is a valuable variable to predict academic performance, as it was shown to have a significant moderate-high effect size ( r =0.390 and p <0.001). In addition, although none of the regression models applied to moderating variables yielded relevant results, significant differences between geographical regions and type of performance measured were detected. It is concluded that setting up programmes to stimulate emotional intelligence at the school level can improve the personal development of individuals and also their academic performance.
000127655 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttp://creativecommons.org/licenses/by/3.0/es/
000127655 590__ $$a3.5$$b2023
000127655 592__ $$a1.162$$b2023
000127655 591__ $$aEDUCATION & EDUCATIONAL RESEARCH$$b53 / 756 = 0.07$$c2023$$dQ1$$eT1
000127655 593__ $$aEducation$$c2023$$dQ1
000127655 594__ $$a7.3$$b2023
000127655 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000127655 700__ $$0(orcid)0000-0003-3789-3781$$aUsán, Pablo$$uUniversidad de Zaragoza
000127655 700__ $$0(orcid)0000-0002-0100-1449$$aLozano-Blasco, Raquel$$uUniversidad de Zaragoza
000127655 700__ $$0(orcid)0000-0002-8072-2390$$aSalavera, Carlos$$uUniversidad de Zaragoza
000127655 7102_ $$14001$$2625$$aUniversidad de Zaragoza$$bDpto. Ciencias de la Educación$$cÁrea Métod.Invest.Diag.Educac.
000127655 7102_ $$14009$$2735$$aUniversidad de Zaragoza$$bDpto. Psicología y Sociología$$cÁrea Psicolog.Evolut.Educac
000127655 773__ $$g49 (2023), 101355 [14 pp.]$$pTHINKING SKILLS AND CREATIVITY$$tTHINKING SKILLS AND CREATIVITY$$x1871-1871
000127655 8564_ $$s991779$$uhttps://zaguan.unizar.es/record/127655/files/texto_completo.pdf$$yVersión publicada
000127655 8564_ $$s2047706$$uhttps://zaguan.unizar.es/record/127655/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000127655 909CO $$ooai:zaguan.unizar.es:127655$$particulos$$pdriver
000127655 951__ $$a2024-07-31-09:51:44
000127655 980__ $$aARTICLE