Emotional intelligence and academic motivation in primary school students

Abstract

The role of emotions in the educational context is one of the lines of research that has generated most interest in recent years. This study explores the level of emotional intelligence (EI) and motivation towards studying of primary school (PS) students, as well as the relationship between both variables. For this, a quasi-experimental design has been used with an accidental sample of 541 students from public centers in the province of Pontevedra (Spain). The instruments used were a School Motivation Scale and an EI questionnaire for primary school students, based on the five areas of Goleman EI. The results maintain a mid to high level of EI in all of the factors (self-conscience, self-control, emotional use, empathy and social skills) and a good level of academic motivation. Therefore, they show a positive and significant correlation of both variables. Girls have a higher emotional intelligence index and there is no difference in academic motivation in terms of gender. Based on these results, it is suggested to implement programs that consolidate emotional competences given their importance in the psychoevolutionary development of students and their relationship with academic motivation.

Impacts of Emotional Intelligence on Second Language Acquisition: English-Major Students’ Perspectives

“…Participant 10 believed that motivation ''directs learners to set clear objectives for their language learning journey.'' The findings were in line with previous studies (Arias et al, 2022;Magnano et al, 2016) indicating that motivation significantly contributes to promoting learners' SLA, driving them to devote time and effort toward language proficiency for socio-economic growth.…”

“…EI is typically characterized as the capacity to perceive, comprehend, and regulate one's personal emotions, in addition to empathizing with and managing others' emotions (Mayer, 2006). It comprises an array of competencies and skills fostering efficient emotional operations, including self-awareness (Kanesan & Fauzan, 2019;Killian, 2012), self-regulation (Laborde et al, 2014;Zhoc et al, 2018), empathy (Este´vez et al, 2019), social adeptness (Rani & Yadapadithaya, 2018;Schutte et al, 2001), and motivation (Arias et al, 2022;Magnano et al, 2016). This construct transcends conventional intelligence metrics spotlighting the emotional dimensions of human conduct and interaction (Aguilar-Luzo´n et al, 2014;Drigas & Papoutsi, 2018;Erol et al, 2020).…”

Psychosocial Determinants of the Need for Cognition in Individuals with High Academic Achievements

“…Estrada et al (2021) have proven that a connection exists between EI and involvement in education and that it has a beneficial influence on the students' academic success. Studies conducted on primary school students also showed a positive relationship between emotional intelligence and cognitive motivation (Arias et al, 2022). Authors have proven positive influence of emotions on cognitive processes, which is significant for the ability to solve tasks and facilitates the process of building a sense of competence.…”

Relationship between emotional intelligence and learning motivation among college students during the COVID-19 pandemic: A serial mediation model

“…The higher levels of emotional intelligence are even more valuable in protecting students’ motivation at this time. Previous studies have found that emotional intelligence may be strongly associated with learning motivation ( Arias et al, 2022 ; Mercader-Rubio et al, 2022a ), but this relationship needs to be further tested in a broader group of students. It would be valuable to further probe the mechanisms by which emotional intelligence affects learning among college students to better utilize the positive effects of emotional intelligence on education.…”