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| Auteur principal: | |
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| Format: | Recurso digital |
| Langue: | anglais |
| Publié: |
Zenodo
2025
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| Sujets: | |
| Accès en ligne: | https://doi.org/10.5281/zenodo.17528420 |
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Table des matières:
- <p>Emotional intelligence (EI), defined as the capacity to perceive, regulate, and manage emotions, has gained significant scholarly attention as a predictor of academic performance. This review critically synthesizes empirical studies published between 2015 and 2024, investigating the role of EI in academic achievement across various educational contexts. Findings consistently demonstrate that students with high EI levels show better academic outcomes, enhanced interpersonal skills, increased resilience, and higher motivation. Despite methodological diversity, there is consensus that EI complements cognitive intelligence in educational settings. The review examines theoretical models, measurement tools, cross-cultural variations, and intervention programs, offering a consolidated understanding of current knowledge and highlighting future research pathways</p>