Emotional intelligence and academic performance in the area of mathematics during the pandemic

Abstract

Currently, within the educational field, emotions can have a key influence on academic performance, and can act both directly and indirectly on learning. The purpose that guided this research was the establishment of a positive relationship between emotional intelligence and academic performance in mathematical processes in high school students. For this, a research based on the positivist paradigm was developed following a quantitative approach, from a non-experimental study, with a correlational, crosssectional, field design. The sample consisted of 137 students from grades 10 and 11 of secondary education, from an educational institution in the department of Magdalena (Colombia). The instrument used to assess the Emotional Intelligence variable was the TMMS-24 by Salovey et al. (1995), in its version adapted by Ocaña et al. (2019). Pearson’s correlation coefficient was calculated to establish the association between the variables and the non-existence of a relationship between emotional intelligence and academic performance in mathematics was evidenced. In conclusion, the results obtained support what was proposed by Petrides et al. (2004), regarding the existence of a null relationship between these variables