La inteligencia emocional y el rendimiento académico en estudiantes de bachillerato

Abstract

Emotional intelligence is considered a key factor in the academic performance of high school students, as it helps develop emotional and social skills, positively impacting their community, educational context, and family. Therefore, this research aims to analyze the relationship between emotional intelligence and academic performance in high school students through a review of relevant scientific literature, with the aim of identifying emotional abilities that affect school performance. The specific objectives include identifying, within the theoretical framework, the levels of emotional intelligence in high school students by considering dimensions such as self-awareness, self-regulation, motivation, empathy, and social skills; and comparing the mediating and moderating mechanisms that explain the relationship between emotional intelligence and academic performance in high school students. This study employs a systematic literature review methodology, using academic databases from the Catholic University of Cuenca, such as Redalyc, SciELO, Scopus, ProQuest, and Google Scholar, with articles published from 2016 to 2025 that were relevant to the research topic. The results show that emotional intelligence is related to academic performance through the management and assimilation of emotions. In conclusion, emotional intelligence is an essential part of high school students. Thanks to the management and recognition of emotions, students can achieve low or high academic performance. Keywords: emotional intelligence, academic performance, education, teaching-learning