The Impact of Emotional Intelligence on the Academic Performance of Elementary Students.

Abstract

The objective of this research is to analyze the impact of emotional intelligence on the academic performance of elementary school students. Throughout the 19th and 20th centuries, we have witnessed numerous attempts at conceptualization from different disciplines, leading to concepts such as social intelligence, personal intelligence, emotional competence, or emotional intelligence. The latter refers to the understanding and development of one’s own emotions and the ability to positively handle the situations that arise. However, it is not an innate ability but rather a skill that develops in children throughout their childhood. Various studies and research highlight the importance of emotional intelligence in different areas of life, noting the relationship between EI (Emotional Intelligence) and academic performance. In this regard, it is argued that numerous educational models devote significant resources to the transmission of knowledge, neglecting other aspects such as attention, emotion, thinking, and self-direction. This is where EI becomes especially relevant. Only 25% of academic success, defined in terms of IQ, is due to purely cognitive factors; the rest is based on skills linked to emotional intelligence. It is a well-established fact that emotionally intelligent children and young people can achieve better academic results, not because of their cognitive potential, but due to the high level they attain in the following emotional skills: emotional self-regulation, empathy, management of interpersonal relationships, and ultimately, goal-oriented motivation and effective impulse control.