EMOTIONAL INTELLIGENCE AND LEARNING IN UNIVERSITY STUDENTS OF PSYCHOPEDAGOGY, DISTANCE AND ONLINE

Abstract

This study analyzes the relationship between emotional intelligence (EI) and learning in university students enrolled in the Psychopedagogy program through distance and online education. EI is widely recognized as a determining factor in academic performance, as it influences emotional self-regulation, motivation, decision-making, interpersonal relationships, and adaptability to diverse educational settings. The objective of this research was to determine students’ EI levels and assess their relationship with academic performance in the Neuropedagogy course. A quantitative approach was adopted, using a non-experimental, descriptive, and correlational design, applied to an intentional sample of 22 third-semester students. Data were collected using the Bar-On Emotional Intelligence Test, adapted by Ugarriza and Pajares, while academic performance was measured through official course grades. The results indicated that students demonstrated medium to high levels of EI across the three core dimensions: attention to feelings, emotional clarity, and emotional repair. The average academic grade was high (M = 8.88; SD = 0.68), reflecting consistent performance among participants. A significant and positive correlation was identified between EI and academic achievement (ρ = 0.504; p = .017). It is concluded that emotional development plays a critical role in enhancing autonomous learning and academic engagement, particularly in virtual environments, where greater emotional management, self-discipline, and personal initiative are required for educational success.