Emotional intelligence in high school students and its relationship to academic performance

Abstract

The aim of this research was to analyze the influence of emotional intelligence and support on the average academic performance of students at the "Quinche Félix Rezabala" educational unit. The research methodology used was a quantitative approach with a non-experimental design, where an 11-question questionnaire was administered to 50 high school students, with emotional intelligence and support as latent variables, and academic performance and student gender as observed variables. Using Cronbach's alpha, correlational analysis and structural equation modeling (SEM) to estimate the effect and relationships between the variables analyzed simultaneously, it was found that empathy, optimism and curiosity have a significant positive influence on emotional intelligence, while the opposite occurred with aggressiveness, which had a significant negative influence, and the feeling before and after an evaluation is not significant in emotional intelligence; on the other hand, support from support has a positive and significant influence on academic performance. The conclusion is that emotional skills enhance academic development in conjunction with the support provided by teachers, friends, family and technology.