Emotional intelligence and academic achievement relationshipemotional well-being, motivation, and learning strategies as mediating factors

  1. Ana Nieto-Carracedo 1
  2. Consuelo Gómez-Iñiguez 2
  3. Leticia A. Tamayo 1
  4. Juan-J. Igartua 1
  1. 1 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

  2. 2 Univesitat Jaume I, Castellón de la Plana
Journal:
Psicología educativa

ISSN: 1135-755X

Year of publication: 2024

Volume: 30

Issue: 2

Pages: 67-74

Type: Article

DOI: 10.5093/PSED2024A7 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: Psicología educativa

Abstract

Emotional intelligence has been associated with academic achievement, which entails that improving emotional intelligence could lead to better academic achievement. However, the mechanisms of this relationship are not well known. This paper focuses on assessing relevant factors associated with academic achievement (emotional well-being, motivation, and learning strategies) as potential mediators of this link. A cross-sectional study with a sample of 96 high school students was conducted. They were assessed using the Mayer-Salovey-Caruso Emotional Intelligence Test, the Psychological Well-being Questionnaire, the Learning Strategies and Motivation Questionnaire, and their final grades. Results of a serial mediation analysis revealed that emotional intelligence is not directly associated with academic achievement but through mediating factors. Serial indirect effects show that emotionally intelligent students have higher levels of emotional well-being, which predicts better learning strategies and is, in turn, associated with academic achievement. Emotional intelligence also predicts greater motivation and better learning strategies (without the mediation of emotional well-being), which is ultimately also associated with academic achievement. Theoretical and instructional implications are discussed.

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