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Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24

Author

Listed:
  • Roberto Sánchez-Cabrero

    (Department of Evolutionary Psychology and Education, Universidad Autónoma de Madrid, Carretera de Colmenar Viejo, Km. 15,500, 28049 Madrid, Spain)

  • Amaya Arigita-García

    (Centro Universitario Don Bosco Adscrito a la Universidad Complutense de Madrid, Calle María Auxiliadora, 9, 28040 Madrid, Spain)

  • David Gil-Pareja

    (Department of Education, Universidad Alfonso X el Sabio, Campus de Villanueva de la Cañada, Avenida de la Universidad, 1, Villanueva de la Cañada, 28691 Madrid, Spain)

  • Ana Sánchez-Rico

    (Department of Education, Universidad Alfonso X el Sabio, Campus de Villanueva de la Cañada, Avenida de la Universidad, 1, Villanueva de la Cañada, 28691 Madrid, Spain)

  • Fernando Martínez-López

    (Department of Education, Universidad Alfonso X el Sabio, Campus de Villanueva de la Cañada, Avenida de la Universidad, 1, Villanueva de la Cañada, 28691 Madrid, Spain)

  • Leonor Sierra-Macarrón

    (Centro Universitario Don Bosco Adscrito a la Universidad Complutense de Madrid, Calle María Auxiliadora, 9, 28040 Madrid, Spain)

Abstract

The outbreak of the global pandemic derived from COVID-19 in early 2020 has represented a huge loss of social contact for most young people. The extent of these effects is still unknown, so it is necessary to ask what the effect of this new, unforeseen, and prolonged situation on the management of emotional intelligence in university students is. This study aims to compare the academic performance, test anxiety (before and during the online exams), and emotional intelligence of 91 students in a university Master’s degree program after the outbreak of the COVID-19 pandemic. The emotional intelligence was measured by the TMMS-24, the academic performance was compiled in common subjects, and test anxiety was measured by self-assessment just after finishing each online exam. The comparisons between the variables were made through means difference contrasts using Mann–Whitney U, Kruskal–Wallis, and One-way ANOVA and Spearman’s rank correlation coefficient as a non-parametric test for correlational analysis. The results show that the COVID-19 pandemic has not modified how these three variables are related, so it can be concluded that the prolonged social isolation suffered by young people has not had negative repercussions on their emotional intelligence, anxiety before exams, and academic performance.

Suggested Citation

  • Roberto Sánchez-Cabrero & Amaya Arigita-García & David Gil-Pareja & Ana Sánchez-Rico & Fernando Martínez-López & Leonor Sierra-Macarrón, 2022. "Measuring the Relation between Academic Performance and Emotional Intelligence at the University Level after the COVID-19 Pandemic Using TMMS-24," Sustainability, MDPI, vol. 14(6), pages 1-13, March.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:6:p:3142-:d:766190
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    References listed on IDEAS

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    1. Montolio, Daniel & Taberner, Pere A., 2021. "Gender differences under test pressure and their impact on academic performance: A quasi-experimental design," Journal of Economic Behavior & Organization, Elsevier, vol. 191(C), pages 1065-1090.
    2. R. E. O’Dea & M. Lagisz & M. D. Jennions & S. Nakagawa, 2018. "Gender differences in individual variation in academic grades fail to fit expected patterns for STEM," Nature Communications, Nature, vol. 9(1), pages 1-8, December.
    3. Marta Estrada & Diego Monferrer & Alma Rodríguez & Miguel Ángel Moliner, 2021. "Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development," Sustainability, MDPI, vol. 13(4), pages 1-18, February.
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    Cited by:

    1. Hongmin Ahn, 2022. "Emotional Intelligence as a Personality Trait That Predicts Consumption Behavior: The Role of Consumer Emotional Intelligence in Persuasive Communication," Sustainability, MDPI, vol. 14(22), pages 1-11, November.

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