Inteligencia emocional, bienestar personal y rendimiento académico en preadolescentes

Abstract

The aim of this study is to analyse the relationship between\nemotional intelligence and well-being, and how they might\ninfluence academic achievement in preadolescents. The\nsubjects were 166 students of the second cycle of primary\nschool, between 9 and 12 years of age. The Trait Meta-Mood\nScale (TMMS-24) (Salovey et al. 1995) was used to evaluate\nemotional intelligence, in the same way the Escala Eudemon\nand a General Item of Happiness (Fierro, 2006) were used\nto evaluate well-being. Average grades were considered\nto register academic achievement. The results showed\nsignificant correlations between emotional intelligence\nand well-being and between academic achievement and\nwell-being, but not between emotional intelligence and\nacademic achievement. A lineal multiple regression analysis\nwas done and showed that the only variable predicting\ngrades were well-being. These results indicate a relation\nbetween well-being and emotional intelligence and the\nimportance of these psychological variables for academic\nachievement.

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