Correlation between emotional intelligence and mathematical performance in university students

Abstract

Ignorance of the emotional component in teaching processes and the lack of efficient emotional regulation strategies in university students lead to situations of stress, anxiety, fear and negative emotions, which in many cases become responsible for low performance and dropout. academic. In recent years, the role of emotional intelligence in the mathematical performance of elementary school students has been investigated. However, little has been investigated about its role in the performance of university students. The objective of this work is to determine the existence of a statistical correlation between the emotional intelligence coefficient and the numerical-operative mathematical performance of a sample of students who were enrolled in the leveling course in basic mathematics at the National University of Colombia, during the first semester of the year 2021. The research was carried out virtually with a sample of 73 first-semester students of the National University of Colombia. The sampling used was a convenience sampling. Emotional intelligence and numerical-operative mathematical performance questionnaires regulated for Colombia were applied and the data obtained using the RStudio statistical software were analyzed. According to the results obtained, there is no correlation between the numerical-operative mathematical performance and the emotional intelligence coefficient of the studied population. It is worth highlighting the need to continue investigating the role of emotional intelligence in academic processes, since, at a general level, it favors academic performance and quality of life.