University of Ciego de Ávila Máximo Gómez Báez
|
ISSN: 2309-8333
|
RNPS: 2411
|13(2) |2025|
This is an Open Access article under the license CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0/)
Estrategia y Gestión Universitaria EGU
Scientific and technological
research article
How to cite:
Muñoz Morales, C. D., de
Socorro Benavidez, R., & Bustamante
Morales, O. E. (2025). Relationship
between academic performance and
emotional intelligence in Medical students.
Estrategia y Gestión Universitaria
, 13(2),
e8817.
https://doi.org/10.5281/zenodo.17560298
Received: 24/03/2025
Accepted: 27/05/2025
Published: 08/12/2025
Corresponding author:
obustamante@unflep.edu.ni
Conflict of interest:
the authors declare
that they have no conflict of interest,
which may have influenced the results
obtained or the proposed interpretations
.
Relationship between academic
performance and emotional
intelligence in Medical students
Relación entre el rendimiento
académico y la inteligencia emocional
en estudiantes de Medicina
Relação entre o desempenho acadêmico
e a inteligência emocional em
estudantes de Medicina
Abstract
Introduction: the relationship between emotional intelligence
(EI) and academic performance plays a central role in medical
education, as competencies such as empathy, self-regulation,
and emotional awareness shape students’ engagement and
academic achievement. Objective: to analyze the possible
association between these variables among first- to third-year
medical students at the Universidad Nacional Francisco Luis
Espinoza Pineda (UNFLEP) during the first semester of 2022.
Method: a mixed-methods study was conducted,
predominantly quantitative, cross-sectional, and correlational
in design. A total of 181 randomly selected students and 22
faculty and administrative staff participated. Emotional
intelligence was assessed using the TMMS-24, and academic
performance was measured through semester grade point
averages. Descriptive statistics, normality tests, and
Spearman’s correlation were applied. Results: findings
indicate predominantly moderate mean scores (x = 76.4), with
high proportions of low emotional attention (55.2%) and need
for improvement in emotional clarity (53.6%); adequate
emotional repair was observed in 43.1% of students.
Correlations between EI dimensions and academic
performance were low and not statistically significant.
Conclusion: it is suggested to expand the sample size and
consider longitudinal designs to better specify trajectories of
change and their effects on academic performance.
Keywords: emotional intelligence, academic performance,
medical education, correlation measures, medical students
Resumen
Introducción: la relación entre la inteligencia emocional (IE)
y el rendimiento académico adquiere un papel central en la
formación médica, pues competencias como la empatía, la
autorregulación y la conciencia emocional condicionan la
participación del estudiantado y su logro académico.
Carlos Danilo Muñoz Morales
1
Universidad Nacional Francisco Luis
Espinoza Pineda
https://orcid.org/0009-0001-1322-624X
cdmles@gmail.com
Nicaragua
Ramona de Socorro Benavidez
2
Universidad Nacional Francisco Luis
Espinoza Pineda
https://orcid.org/0009-0004-2648-336X
benavidcruz@gmail.com
Nicaragua
Oscar Enrique Bustamante Morales
3
Universidad Nacional Francisco Luis
Espinoza Pineda
https://orcid.org/0000-0003-3745-5749
obustamante@unflep.edu.ni
Nicaragua
Estrategia y Gestión Universitaria
|
ISSN
: 2309-8333
|
RNPS:
2411
13(2) | July-December |2025|
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
Objetivo:
analizar la posible asociación entre ambas variables en estudiantes de
Medicina de primero a tercer año de la Universidad Nacional Francisco Luis
Espinoza Pineda (UNFLEP) durante el primer semestre de 2022.
Método:
se
realizó un estudio mixto, predominante cuantitativo, transversal y correlacional.
Participaron 181 estudiantes seleccionados aleatoriamente y 22 docentes y
administrativos. La inteligencia emocional se evaluó con el TMMS-24 y el
rendimiento académico mediante promedios semestrales. Se aplicó estadística
descriptiva, pruebas de normalidad y correlación de Spearman.
Resultados:
muestran promedios mayoritariamente moderados (x
= 76.4) y proporciones
elevadas de baja atención emocional (55.2%) y necesidad de mejora en claridad
emocional (53.6%); la reparación adecuada se observó en 43.1% del alumnado.
Las correlaciones entre dimensiones de IE y rendimiento resultaron bajas y no
significativas.
Conclusión:
se sugiere ampliar el tamaño muestral y considerar
diseños longitudinales para precisar trayectorias de cambio y efectos en el
desempeño académico.
Palabras clave:
inteligencia emocional, rendimiento académico, educación
médica, medidas de correlación, estudiantes de medicina
Resumo
Introdução: a relação entre inteligência emocional (IE) e desempenho acadêmico
assume papel central na formação médica, uma vez que competências como
empatia, autorregulação e consciência emocional condicionam o engajamento
discente e seu êxito acadêmico. Objetivo: analisar a possível associação entre
essas variáveis em estudantes de Medicina do primeiro ao terceiro ano da
Universidade Nacional Francisco Luis Espinoza Pineda (UNFLEP) durante o primeiro
semestre de 2022. Método: realizou-se um estudo de métodos mistos,
predominantemente quantitativo, transversal e correlacional. Participaram 181
estudantes selecionados aleatoriamente e 22 docentes e administrativos. A
inteligência emocional foi avaliada por meio do TMMS-24 e o desempenho
acadêmico mediante médias semestrais. Aplicaram-se estatística descritiva,
testes de normalidade e correlação de Spearman. Resultados: os achados revelam
médias predominantemente moderadas (x = 76,4), com proporções elevadas de
baixa atenção emocional (55,2%) e necessidade de melhoria na clareza emocional
(53,6%); reparação adequada foi observada em 43,1% dos estudantes. As
correlações entre dimensões da IE e desempenho acadêmico foram baixas e não
significativas. Conclusão: sugere-se ampliar o tamanho amostral e considerar
delineamentos longitudinais para precisar trajetórias de mudança e seus efeitos
sobre o desempenho acadêmico.
Palavras-chave:
inteligência emocional, desempenho acadêmico, educação
médica, medidas de correlação, estudantes de medicina
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Introduction
Understanding the factors that influence academic performance is crucial
for optimizing the teaching-learning processes in higher education. In this context,
emotional intelligence (EI) and learning styles stand out for their impact on self-
regulation, motivation, and adaptation to curricular demands (Mayer et al., 2004).
The proposals of Gardner (1993) on multiple intelligences expanded the
understanding of human capabilities beyond IQ, while the theoretical developments
by Mayer and Salovey (1997) and the contributions of Goleman (2010) positioned EI
as a set of skills related to perceiving, understanding, and managing one's own
emotions and those of others. From an educational perspective, these approaches
have driven teaching strategies aimed at emotional self-regulation and the
strengthening of socio-emotional skills, which can be reflected in academic
persistence and evaluative achievements.
Operationally, EI is considered a multidimensional construct that includes,
among other components, attention, clarity, and emotional repair. The TMMS-24, a
reduced version of the Trait Meta-Mood Scale, has been widely used to estimate
these dimensions in university contexts due to its factorial structure and appropriate
reliability indicators (Angulo Rincón & Albarracín Rodríguez, 2019a; Rodríguez
Peralta, 2018). Concurrently, learning styles have been conceptualized as relatively
stable preferences that guide the way information is processed and knowledge is
acquired (Alonso et al.,1994; Segura Martín & Cacheiro González, 2018).
Empirical evidence reports heterogeneous results regarding the magnitude
of the relationship between EI and academic performance. Low or non-significant
associations have been described in university and adolescent populations (Serrano
& Andreu, 2016; Arntz Vera & Trunce Morales, 2019; Orejarena Silva, 2020), while
other studies have reported moderate correlations with statistical significance, even
showing variations by stage of medical training (Mayorga, 2019; Páez Cala & Castaño
Castrillón, 2019; León Aragoneses, 2021). Part of this disparity may be attributed to
differences in design, measurement instruments, sample sizes, and control of
covariates, as well as potential self-report biases associated with the TMMS-24.
In the context of medical education, where intense academic loads,
practical demands, and exposure to emotionally challenging situations converge, it
is pertinent to analyze how the dimensions of EI relate to academic performance in
the early stages of training. In Nicaragua, evidence is still nascent, and studies focus
on descriptions of performance or analyses of individual factors, suggesting that
expanding the examination of socio-emotional variables may provide insight for
pedagogical decision-making and student support.
Based on the above, the objective of this study is to analyze the relationship
between grade averages and the dimensions of EI (attention, clarity, and repair)
among first to third-year medical students at the National University Francisco Luis
Espinoza Pineda (UNFLEP) during the first semester of 2022. A mixed-methods design
with a quantitative predominance, cross-sectional nature, and correlational scope is
proposed, complemented by qualitative information obtained from interviews with
faculty and administrative staff. It is anticipated that the findings will contribute to
guiding emotional education strategies and focusing academic support actions in
critical courses of the educational trajectory.
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Methods and materials
Scope and design
The study was conducted at the Directorate of Health Sciences of the
Alejandro Dávila Bolaños University Campus (RUADB). A mixed-methods approach
with a quantitative predominance, cross-sectional nature, and correlational scope
was adopted (Hernández Sampieri, Fernández-Collado & Baptista, 2014). The
qualitative component was utilized in an exploratory manner to contextualize and
interpret the quantitative results.
Population and sample
The target population consisted of 334 medical students (first to third year)
with recorded grades in the institutional academic system during the first semester
of 2022. A sample size of 181 students was calculated using simple random sampling
(95% confidence level and 5% error), selected randomly. Additionally, 22 participants
were interviewed (10 faculty members, 3 administrative collaborators, and 1 from
the academic registration area, among others) selected for convenience, considering
their direct involvement in the educational processes.
Students officially enrolled during the study period with complete grade
records were included; for the qualitative component, active personnel during the
semester linked to teaching or academic management were selected. Institutional
permissions were obtained, and informed consent was acquired from all participants.
Data collection took place in classrooms, offices, and through institutional contact
methods (email, phone, and social media), using a structured questionnaire for
students and an interview guide for the staff.
Variables and instruments
Academic performance was operationalized as the average grade for the first
semester of 2022 and classified into three levels: high (90–100), medium (70–89), and
low (<70). Emotional intelligence was measured using the Spanish version of the
TMMS-24, which evaluates attention, clarity, and emotional repair using a Likert
scale and has evidence of validity and reliability in educational contexts (Angulo
Rincón & Albarracín Rodríguez, 2019a; Rodríguez Peralta, 2018). The reported
internal consistency coefficients for its dimensions are in high ranges. In the
qualitative component, a semi-structured interview guide was employed to explore
perceptions about EI and its pedagogical utility.
Data analysis
Quantitative data were processed in SPSS v.25 using descriptive statistics
(frequencies and percentages), normality tests (Kolmogorov-Smirnov and Shapiro-
Wilk), and Spearman’s correlation coefficient (ρ), as the variables did not meet
normality assumptions (p ≤ 0.05). A significance threshold of p ≤ 0.05 was
considered, along with standard interpretation intervals for correlation magnitude
(low, moderate, and high). For the presentation of results, tables and figures were
created in Microsoft Excel, and texts were systematized in Microsoft Word.
Interviews were organized using coding matrices by themes and keywords, to support
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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the interpretation of the quantitative findings.
Results and discussion
Academic performance in Medicine, a typically demanding field, is
influenced by personal and institutional factors such as emotional intelligence (EI),
learning preferences, course load, family context, socioeconomic status, and the
support provided by the university. The data from this study illustrate how these
elements intertwine, offering useful evidence for designing pedagogical strategies
more aligned with student needs.
This study presents findings that demonstrate the connection between
emotional intelligence, learning styles, and academic performance among first to
third-year medical students. The results obtained allow for an interpretation of how
these factors interrelate, providing empirical evidence useful for guiding the design
of pedagogical strategies that better fit the characteristics of the student body.
The combined influence of internal and external factors appears to
significantly impact the observed evolution of academic performance in the sample.
As shown in Figure 1, a decrease in average performance levels (22.10%) is recorded
during the second year compared to the first year (38.10%), accompanied by a slight
increase in high performance (from 1.10% to 4.40%). However, in the third year, high
values decline again (2.80%), while average grades show a recovery (30.40%). This
behavior suggests adaptation difficulties in response to the increased academic
demands characteristic of the second year. Consequently, it is recommended to
implement both academic and emotional support actions during the most critical
stages to maintain stable performance.
These results align with previous research. Puig Lagunes et al. (2020)
identified that first-year medical students tend to achieve average grades ranging
from good to excellent, while Grasso (2020) argues that university students with
better performance are often found in the early semesters of their studies. Both
studies support the notion that the initial stages of the educational process
constitute a decisive period for academic success.
Among the institutional determinants that may explain the performance
curve, it is noteworthy that the second-year curriculum incorporates more complex
subjects, unlike the third year, which has a lighter academic load. This distribution
contributes to increased stress and overload among second-year students.
Therefore, it is essential for faculty and administrative staff to recognize academic
performance as a fundamental indicator of the quality of the educational process
and to actively engage in creating learning environments that promote improvement.
Figure 1
Academic performance and year of study among first to third-year medical
students, first semester, UNFLEP; 2022
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Source: Authors’ own elaboration.
According to Figure 2, medium and high grades prevail across all ages, with
the highest percentage among those aged 16 to 20 years (72.93% and 7.18%,
respectively). This age range corresponds to first to third-year students in Latin
American universities, according to Mayorga (2019), evidencing the trend toward
starting higher education at younger ages, particularly in Medicine (Campillo
Labrandero et al., 2021). Additionally, the predominance of average performance
within this age group aligns with the academic level they are pursuing.
Nationally, Mora (2021) reported that most medical students aged 20 or
younger present performance categorized as good or regular, with scores between
70–79 and 60–69, respectively. Among those over 20, the trend continues, albeit less
frequently. These results coincide with those of the current study, despite different
categories being applied to measure academic performance. Overall, the data
suggest that younger students achieve higher grades. However, this pattern may be
mediated by additional factors such as motivation levels, family support, economic
conditions, access to study materials, and the learning strategies employed by each
age group, as indicated by the consulted faculty and administrative staff.
Figure 2
Academic performance according to the age of first to third-year medical students,
first semester, UNFLEP; 2022
1.10%
4.40%
2.80%
38.10%
22.10%
30.40%
1.10%
0.00% 0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
First Second Third
Percentage
Academic year
High (90 - 100) Medium (70 - 89) Low (less than 70)
7.18%
1.10%
0.00%
72.93%
15.47%
2.21%
1.10%
0.00% 0.00%
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
16-20 21-25 26-30
Percentage of academic performance
age range
High (90-100 pts.) Medium (70-89 pts.) Low (less than 70 pts.)
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Source: Authors’ own elaboration.
The increase in access to higher education for women has represented a
profound change in the composition of the university student body. Both nationally
and internationally, there is a growing female participation in higher education
(Mayorga, 2019), even surpassing male enrollment in various fields of knowledge
(Campillo Labrandero et al., 2021), particularly in Medicine (Martínez Pérez et al.,
2020).
In line with this trend, the results shown in Figure 3 reflect better academic
averages in the female group, with 60.22% in the medium level and 5.52% in the high
level. This behavior may be partially attributed to the larger number of women
participating in the study (66.3%) compared to 33.7% of men, a proportion that aligns
with national patterns noted in previous research. For example, Mora (2021), in an
analysis involving 450 medical students from three public universities in Nicaragua,
identified that women achieved higher average grades than men, especially during
the first two years of the program. Additionally, data from the National Council of
Universities (CNU, 2024) show that women constitute a growing majority in health-
related fields and tend to achieve higher academic performance averages.
In this research, men also exhibited a significant percentage in medium
performance levels (30.39%). However, when conducting a comparative analysis, it
is observed that this trend aligns with findings reported in various national studies,
which reflect similar patterns in different educational contexts and regions of the
country.
On the other hand, some studies, such as that of García-Ros et al. (2012),
have reported better performance among males, although such results are often
related to retention or completion rates rather than to achieving high grades. In
contrast, Campillo Labrandero et al. (2021) found no statistically significant
differences between the sexes or reported only minimal variations.
From this, it can be inferred that academic performance does not depend
exclusively on sex, but is conditioned by additional factors such as family
environment, gender expectations, motivation levels, and the availability of
academic and emotional support—issues that are also highlighted in the work of
Gaeta González (2018). Further exploration of the interaction between these
variables would allow for a more precise understanding of the results obtained in
the correlations presented in this study.
Figure 3
Academic performance according to the sex of first to third-year medical students,
first semester, UNFLEP; 2022
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Source: Authors’ own elaboration
According to Goleman (2010), emotional intelligence (EI) is defined as the
capacity to recognize and understand one’s own emotions and those of others, as
well as to effectively motivate and manage interpersonal and intrapersonal
relationships. In this context, the results presented in Figure 4 reveal a significant
finding: more than half of the participating students show difficulties in two essential
dimensions of EI. In the Attention dimension, 55.2% demonstrate low emotional
awareness, indicating limitations in identifying and making sense of their feelings.
Meanwhile, in the Clarity dimension, 53.6% require improvement in their ability to
recognize, differentiate, and understand their emotions.
Conversely, the results in the Repair dimension show a somewhat different
trend. About 43.1% of students are able to adequately regulate their emotional
states, both positive and negative, while 40.3% still need to enhance their ability to
manage emotions constructively.
These findings contrast with expectations for medical students, as literature
indicates that this profile typically exhibits medium levels of emotional intelligence
(Barrera-Gálvez et al., 2019). However, several authors have documented recurring
deficiencies in emotional clarity, even in contexts where emotional awareness is
acceptable, and similar levels of emotional repair are observed.
Such findings suggest the need to analyze underlying factors, including
academic stress, which has been shown to exert an indirect influence on student
performance (Ayala-Servín et al., 2021). This aligns with recent evidence regarding
the mediating role of perceived stress among medical students (Gutiérrez-Cobo et
al., 2022). Additionally, it is pertinent to examine how these factors affect faculty,
as although teachers report having theoretical knowledge about emotional
intelligence, there is still a need to deepen its practical application within the
educational process (Pérez-Benítez & Zamora, 2024).
Figure 4
Categorization of Emotional Intelligence in first to third-year medical students,
first semester, UNFLEP; 2022
2.76%
30.39%
0.55%
5.52%
60.22%
0.55%
0%
10%
20%
30%
40%
50%
60%
70%
High (90-100 pts.) Medium (70-89 pts.) Low (less than 70 pts.)
Percentage by sex
Academic performance
male
female
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Source: Authors’ own elaboration.
In Figure 5, it is observed that while most students need to strengthen their
emotional attention, 49.17% achieved medium-level grades, while 5.52% reached
high performance. According to Mora (2021), this behavior is common among medical
university students. However, León Aragoneses (2021) found that students with low
emotional attention tend to receive lower grades, while those maintaining adequate
attention achieve better results, which contrasts with the findings of the present
study. Nonetheless, it is noted that 34.25% of students with medium performance
exhibit adequate emotional attention, allowing them to recognize and understand
both their own emotions and those of others, constituting a significant academic
advantage. However, 7.18% of participants still show difficulties arising from
excessive attention to emotional states, which may interfere with their
performance.
These aspects should be considered by the participating teaching and
administrative staff. However, as previously noted, possessing theoretical
knowledge about emotional intelligence does not necessarily imply its application in
educational practice, class planning, or evaluation processes. Therefore, it is
essential for teachers to incorporate emotional attention into their pedagogical
strategies so that they can detect and address the emotional needs of students. Only
through a systematic and conscious approach will it be possible to strengthen this
competence and, consequently, improve academic performance (Mendoza-García &
Ortiz, 2025).
Figure 5
Relationship between Academic Performance and Emotional Attention of Emotional
Intelligence among first to third-year medical students, first semester, UNFLEP;
2022
55.2
35.9
8.8
35.4
11
53.6
43.1
16.6
40.3
0
10
20
30
40
50
60
Needs to
improve
attention:
pays little
attention
Adequate
attention
Needs to
improve
attention:
pays too
much
attention
Adequate
clarity
Excellent
claridad
Needs to
improve
clarity
Adequate
repair
Excellent
repair
Needs to
improve
repair
Emotional Attention Emotional Clarity Emotional Repair
Percentages
Emotional Intelligence
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Source: Authors’ own elaboration
Various studies indicate that individuals with adequate or outstanding
emotional clarity are capable of identifying, understanding, and distinguishing their
own emotions and those of others (Martínez Pérez et al., 2020), which is associated
with a positive impact on academic performance. In Figure 6, the results obtained
reinforce this assertion, as 49.2% of students with excellent emotional clarity
achieved medium academic performance. This percentage exceeds that reported in
previous research, where medical students with grades ranging from good to
excellent demonstrated adequate emotional clarity, while those with low clarity
tended to have poorer grades (León Aragoneses, 2021).
Furthermore, other authors have identified that health sciences students,
regardless of sex, tend to exhibit high levels of emotional clarity, which aligns with
the results of this study (Rodríguez Rodríguez et al., 2020). However, it is still
evident that 31.5% of those with medium performance and 3.9% with high
performance need to strengthen this emotional competence. These data indicate
that emotional clarity, while important, is not the only determinant of academic
performance, as other elements such as motivation, study habits, and prior
preparation also play a crucial role, particularly for medical students (Martínez Pérez
et al., 2020).
In this sense, it becomes essential for teaching and administrative staff to
promote pedagogical strategies aimed at enhancing academic performance,
especially for those students who still need to develop greater emotional clarity.
5.52%
49.17%
0.55%
1.66%
34.25%
0.00%
1.10%
7.18%
0.55%
0%
10%
20%
30%
40%
50%
60%
High (90-
100 pts.)
Medium
(70-89
pts.)
Low (less
than 70
pts.)
High (90-
100 pts.)
Medium
(70-89
pts.)
Low (less
than 70
pts.)
High (90-
100 pts.)
Medium
(70-89
pts.)
Low (less
than 70
pts.)
Needs to improve attention:
pays little attention
Adequate attention Needs to improve attention:
pays too much attention:
Percentages
Emotional attention and academic performance
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Figure 6
Emotional Clarity of the Emotional Intelligence Test and academic performance
among first to third-year medical students, first semester, UNFLEP; 2022
Source: Authors’ own elaboration
In Figure 7, it is evident that when comparing the results of this study with
prior research, there is a predominance of students needing to strengthen their
emotional repair capacity, with 38.7% at medium performance levels, 3.9% at high
levels, and only 0.6% at low levels. These results are consistent with those reported
by Rodríguez Rodríguez et al. (2020), who found emotional repair levels between
medium and low among health sciences students, noting statistically significant
differences based on sex and age: women demonstrated greater repair capacity than
men, while students under 21 tended to exhibit more significant difficulties in this
dimension.
However, that study did not establish a direct relationship between
academic performance and emotional repair nor analyze the results based on the
field of study. This aspect highlights the need to incorporate this dimension as a
transversal component in academic support programs directed at medical students.
On the other hand, the results partially contrast with those obtained by
Ayala-Servín et al. (2021), who reported that half of the evaluated medical students
reached adequate emotional repair levels, with differences by sex, although without
relating it to academic performance. Similarly, León Aragoneses (2021) found that
students with grades from good to excellent exhibited greater mastery of emotional
regulation, while those needing improvement in this dimension recorded lower
evaluations.
In this study, it is confirmed that although the group needing to strengthen
their emotional regulation predominates, a considerable proportion of these
3.9%
1.1%
3.3%
31.5%
9.9%
49.2%
0.0% 0.0%
1.1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
Needs
improvement
Excellent Adequate Needs
improvement
Excellent
High (90-100 pts.) Medium (70-89 pts.) Low (less than 70 pts.)
Emotional clarity and academic performance
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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students maintains medium or high performance. Emotional repair, understood as
the ability to manage and restore emotional balance after negative experiences,
constitutes a key factor in this adaptive process. It is noteworthy that the best
academic results were primarily achieved by those who demonstrated adequate
emotional regulation, with 14% at medium performance and 1.7% at high.
Additionally, a significant fraction of those with excellent emotional skills attained
medium (37%), low (6%), and high (2.8%) performance levels. These results align with
findings reported by León Aragoneses (2021) and Liang and Chen (2024). Similar
results have also been documented in international contexts (Sánchez-Álvarez et al.,
2023; Silva-Junior & Almeida, 2023).
Figure 7
Emotional Repair from the Emotional Intelligence Test and academic performance
among first to third-year medical students, first semester, UNFLEP; 2022
Source: Authors’ own elaboration
Despite the previously described results, the data presented in Table 1 show
low and positive correlation coefficients between academic performance and the
dimensions of emotional intelligence: Attention (r = 0.062), Clarity (r = 0.107), and
Repair (r = 0.033). Since these values fall within the range of –1 to 1, coefficients
close to zero reflect weak or practically non-existent relationships. Consequently,
the association between the analyzed variables is minimal, suggesting a slight
connection that lacks sufficient strength to be considered statistically relevant.
Moreover, none of the dimensions showed statistical significance (Attention:
p = 0.408; Clarity: p = 0.150; Repair: p = 0.658), indicating that the results may
respond to random variations rather than a consistent or generalizable relationship.
These findings align with part of the reviewed literature, where contradictory results
have also been observed. For example, Serrano and Andreu (2016) did not identify a
direct relationship between emotional intelligence dimensions and academic
performance among adolescents, although they highlighted the presence of indirect
3.9%
1.7%
2.8%
38.7%
14.9%
37.0%
.6%
0.0%
.6%
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
35.0%
40.0%
45.0%
Needs
improvement
Excellent Adequate Needs
improvement
Excellent
High (90-100 pts.) Medium (70-89 pts.) Low (less than 70 pts.)
Emotional Repair and Academic Performance
Percentages
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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effects, albeit weak, partially corresponding with findings in the present work.
Similarly, Arntz Vera and Trunce Morales (2019) observed that university
students of nutrition showed no significant differences in levels of attention,
understanding, and emotional regulation concerning their average grades, nor
correlations with curriculum advancement. In line with this, Orejarena Silva (2020)
reported very low correlation indices between emotional intelligence dimensions
and academic performance, without reaching statistical significance.
In contrast, some studies have shown opposing results. Mayorga (2019)
reported a moderate positive correlation that was statistically significant among
university students, while Páez Cala and Castaño Castrillón (2019) identified a more
substantial significant association in the clinical cycle than in the basic cycle of
Medicine, additionally finding it higher than in other fields. Subsequently, León
Aragoneses (2021) documented a high and significant correlation between emotional
intelligence and academic performance among first-year medical students, for both
men and women.
The lack of uniformity in results may be attributed, as several authors
suggest, to conceptual differences regarding the emotional intelligence construct,
the diversity of instruments used for its measurement, and the influence of external
variables such as traditional cognitive intelligence or prior performance. Therefore,
it is imprudent to draw definitive conclusions based on the obtained data.
Furthermore, some researchers have warned of possible biases in perception and
memory associated with the use of the TMMS-24, as this instrument relies on
individual self-evaluation, which may affect the validity of the findings (Taylor et
al., 2024; Gómez & Torres, 2025).
Table 1
Spearman Correlation Index between Academic Performance and Components of
Emotional Intelligence
Emotional
Intelligence
Components
Academic Performance
Correlation
Coefficient
Sig. (two-tailed)
N
Emotional attention
0.062
0.408
181
Emotional clarity
0.107
0.150
181
Emotional repair
0.033
0.658
181
Source: Authors’ own elaboration
Note: Correlations between 0.00 and 0.399 are considered low; between
0.400 and 0.699 indicate moderate correlation; between 0.700 and 1 signify high
correlation; a correlation of 1 indicates perfect positive correlation. The same
criteria apply to negative correlations. The ρ value is statistically significant when ≤
0.05.
| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
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Conclusions
The results indicate that the dimensions of emotional attention and clarity
among the students predominantly reflect low levels of attention to emotions,
highlighting the need to strengthen both emotional attention and repair. However,
there is a relatively greater prevalence of adequate emotional repair compared to
those who still need to improve in this area. No significant differences were
identified among age groups, which likely relates to the limited age variability within
the analyzed sample. This aspect constitutes a limitation of the study, as it reduces
the ability to generalize results to other populations or educational contexts.
The average academic performances (70–89 points) are present across all
three evaluated dimensions of emotional intelligence, primarily among students who
need to improve their emotional attention, those who exhibit excellent emotional
clarity, and those who display low levels of emotional repair. Based on these
findings, it is recommended to implement intervention strategies aimed at
strengthening emotional competencies, with an emphasis on the recognition and
self-regulation of emotions. Systematic emotional education, self-care workshops,
and teacher training in socio-emotional support are identified as effective actions to
improve both student well-being and academic performance.
The teaching, administrative, and academic registration personnel generally
demonstrate a basic understanding of emotional intelligence theory; however,
conceptual inaccuracies in the understanding of some of its components have been
identified. Regarding the relationship between emotional intelligence and academic
performance, the Spearman correlation coefficients show positive but low
relationships across the three analyzed dimensions, without reaching statistical
significance. Therefore, the data do not conclusively support the hypothesis of a
direct relationship between these two variables.
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| Carlos Danilo Muñoz Morales | Ramona de Socorro Benavidez | Oscar Enrique Bustamante Morales |
About the main author
Carlos Danilo Muñoz Morales
: Doctor of Medicine and
Surgery, Specialist in
Pathology. Currently completing a Master's degree in University Teaching and
Management, he is a research professor at the Francisco Luis Espinoza Pineda
National University (UNFLEP), serving as director of the specific department of
health sciences
.
Declaration of author responsibility
Carlos Danilo Muñoz Morales
: 1:
Conceptualization, Data curation, Formal analysis,
Research, Methodology, Resources, Software, Supervision, Validation/Verification,
Visualization, Writing/original draft and Writing, review and editing.
Ramona de Socorro Benavidez
2:
Conceptualization, Methodology, Original
Draft/Writing and Writing.
Oscar Enrique Bustamante Morales 3:
Data curation, Visualization, Original
draft/writi
ng, and Writing.
Financing:
Own resources
Special Acknowledgments:
