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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

Roberto Sánchez-Cabrero (), Amaya Arigita-García (), David Gil-Pareja (), Ana Sánchez-Rico (), Fernando Martínez-López () and Leonor Sierra-Macarrón ()
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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

Sustainability, 2022, vol. 14, issue 6, 1-13

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.

Keywords: emotional intelligence; test anxiety; academic performance; COVID-19; social isolation (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2022
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