Emotional intelligence, motivation and learning strategies: The SSREI and MSLQ-SF questionnaires

Abstract

Purpose: The influence of a good management of Emotional Intelligence (EI) on personal attitude shows a motivational impact that allows better results in any field, work, social or personal. This study analyzes EI and Motivation (MO) through the learning strategies present in 402 university students of the Faculty of Economics and Business and the Faculty of Marketing and Management. It also analyzes the impact of gender on these results and identifies the dimensions of the variables studied. Design/methodology/approach: For this purpose, we applied the motivational tools Motivated Strategies for Learning Questionnaire (MSLQ) and the Self-Report Emotional Intelligence Test (SSEIT). Findings: Based on the identification of five IE and four MO dimensions, the results of this study indicate high levels of active participation and interest in the subject. Students show a desire to learn effectively and for their learning to be of quality, motivating and useful for understanding the world around them and applying that knowledge to improve it. In relation to the impact of the gender factor, no significant differences or attitudinal patterns were found. Responses and behaviors were homogeneous for both genders. Originality/value: This work identifies the dimensions of EI and MO of university students in terms of involvement, interest in the subject of study and use of learning tools. Confirming that these parameters influence academic performance, the results allow us to determine in which aspects it is necessary or advisable to work on. Attitudes, motivation and intelligent emotional management can provide a competitive advantage.