Emotional intelligence as a key factor in education: A systematic review
DOI:
https://doi.org/10.5281/zenodo.15284555Keywords:
Emotional Intelligence, Academic Performance, Student Well-BeingAbstract
The purpose of this research is to analyze the influence of emotional intelligence on academic performance and socio-emotional variables in students of different educational levels. Based on a systematic review of 21 studies published between 2020 and 2025, evidence was collected from Latin America, Europe, and Asia that addresses the relationship between emotional intelligence, academic achievement, emotional well-being, and student engagement. The methodology used consisted of the identification, selection and critical analysis of articles available in recognized academic databases, prioritizing research with quantitative, qualitative and mixed approaches considered in the SciELO and Scopus databases. The results reveal that emotional intelligence has a positive impact on academic performance, fosters self-efficacy, resilience and commitment to studies. Likewise, it was identified that its development contributes to improving reading comprehension, reducing university dropouts and strengthening socio-emotional skills, especially in virtual and higher education contexts. Finally, it is concluded that integrating emotional intelligence in a transversal way in educational processes favors not only academic success, but also emotional well-being and student permanence, responding to the current challenges of equity, quality, and sustainability in education.
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