Abstract

In the present study, emotional intelligence in Primary Education is approached from the perspective of personal and social-affective abilities that help an individual to know himself or herself and to relate better with others. The study aims to analyze the relationship between emotional intelligence and academic performance of primary school students of a public institution. The analysis is based on a quantitative paradigm of transversal design, not experimental. The emotional intelligence factor is established from the dimensions of perception, regulation, and comprehension, which are related to academic performance. The TMMS-24 instrument was used for the emotional intelligence variable, and the final grade of the 2013-2014 school year was used for the students’ academic performance. To find positive and negative correlations Pearson’s r was implemented in the analysis of results. Fifty-eight fifth- and sixth-grade students participated in the study. The school is located in the school zone 017 of the Commissariat of Pueblo Yaqui, Cajeme, Sonora. Among the findings stands out the significant relationship between emotional intelligence and academic performance in primary school students. It is concluded that proper management of emotions is essential for the good academic performance of students at school.

Keywords: Intelligence; emotional intelligence; academic performance