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Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT

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  • María Vera

    (Social Psychology Department, Universidad Pablo de Olavide, 41013 Sevilla, Spain)

  • José A. Cortés

    (Instituto Tecnológico Superior Cordillera, Quito 170104, Ecuador)

Abstract

Understanding factors that influence academic performances is vital. The aim of this study is to longitudinally test, with three timepoints, the unique contribution of several predictors to academic performance. In a sample of 796 Ecuadorian students, dominance analyses were performed with the R program to test the relative and unique importance of the seven variables under study (verbal aptitude, numerical aptitude, abstract reasoning, emotional regulation scenarios, emotional regulation self-questionnaire, and academic performance measured in timepoint one and two) for academic performance, measured in timepoint three in the entire sample and separately in each of the ten degrees in the academic center. Results show that the strongest predictors are past academic performance, followed by gender, numerical aptitude, scenarios, verbal aptitude, abstract reasoning, and, finally, the emotional regulation self-questionnaire. This study contributes to explaining the complex topic of academic performance. More studies are needed in order to better understand the role played by emotional intelligence, as well as differences between different degrees or areas of study.

Suggested Citation

  • María Vera & José A. Cortés, 2021. "Emotional and Cognitive Aptitudes and Successful Academic Performance: Using the ECCT," IJERPH, MDPI, vol. 18(24), pages 1-15, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:24:p:13184-:d:702221
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    References listed on IDEAS

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    3. G. Kuder & M. Richardson, 1937. "The theory of the estimation of test reliability," Psychometrika, Springer;The Psychometric Society, vol. 2(3), pages 151-160, September.
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