Profiles of emotional intelligence and learning strategies in a sample of Chilean students

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Title: Profiles of emotional intelligence and learning strategies in a sample of Chilean students
Authors: García-Fernández, José Manuel | Inglés, Cándido J. | Suriá Martínez, Raquel | Lagos San Martín, Nelly | Gonzálvez, Carolina | Aparisi, David | Martínez-Monteagudo, Mari Carmen
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) | Psicología Social y Salud (PSS)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica | Universidad de Alicante. Departamento de Comunicación y Psicología Social
Keywords: Emotional intelligence | Learning strategies | TMMS-24 | LASSI-HS | Adolescence
Knowledge Area: Psicología Evolutiva y de la Educación | Psicología Social
Issue Date: Dec-2015
Publisher: Springer Netherlands
Citation: European Journal of Psychology of Education. 2015, 30(4): 437-455. doi:10.1007/s10212-015-0254-9
Abstract: In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.
ISSN: 0256-2928 (Print) | 1878-5174 (Online)
DOI: 10.1007/s10212-015-0254-9
Language: eng
Type: info:eu-repo/semantics/article
Rights: © Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2015. The final publication is available at Springer via
Peer Review: si
Publisher version:
Appears in Collections:INV - SOCEDU - Artículos de Revistas
INV - PSS - Artículos de Revistas
Institucional - IUIEG - Publicaciones

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