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Does Emotional Intelligence Influence Academic Performance? The Role of Compassion and Engagement in Education for Sustainable Development

Author

Listed:
  • Marta Estrada

    (Department of Business Administration and Marketing, Jaume I University, 12071 Castellón de la Plana, Spain)

  • Diego Monferrer

    (Department of Business Administration and Marketing, Jaume I University, 12071 Castellón de la Plana, Spain)

  • Alma Rodríguez

    (Department of Business Administration and Marketing, Jaume I University, 12071 Castellón de la Plana, Spain)

  • Miguel Ángel Moliner

    (Department of Business Administration and Marketing, Jaume I University, 12071 Castellón de la Plana, Spain)

Abstract

Education must guide students’ emotional development, not only to improve their skills and help them achieve their maximum performance, but to establish the foundations of a more cooperative and compassionate society. Achieving the Sustainable Development Goals, therefore, implies focusing on emotional aspects as well as financial, social, environmental, and scientific objectives. In this line, the goal of this study is to show how emotional intelligence, which is an essential dimension in the development and management of emotional competences required to build sustainable societies, plays a key role in optimising student’s academic performance in the classroom through compassion and academic commitment. The research model was tested with a questionnaire addressed to 550 students from four higher education institutions and one secondary school. The results of a structural equation analysis confirmed the study hypotheses. Emotional intelligence was shown to be positively related to compassion and higher levels of commitment, which, consequently, led to better academic performance. This finding will encourage interest in developing emotional intelligence, not only for its long-term value in training healthy citizens, but also for its short-term results in the classroom.

Suggested Citation

  • 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.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:4:p:1721-:d:494070
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    References listed on IDEAS

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    1. Marcos Carmona–Halty & Marisa Salanova & Susana Llorens & Wilmar B. Schaufeli, 2019. "How Psychological Capital Mediates Between Study–Related Positive Emotions and Academic Performance," Journal of Happiness Studies, Springer, vol. 20(2), pages 605-617, February.
    2. Gisela Cebrián & Mercè Junyent & Ingrid Mulà, 2020. "Competencies in Education for Sustainable Development: Emerging Teaching and Research Developments," Sustainability, MDPI, vol. 12(2), pages 1-9, January.
    3. Annamaria Di Fabio & Donald H. Saklofske, 2019. "The Contributions of Personality Traits and Emotional Intelligence to Intrapreneurial Self-Capital: Key Resources for Sustainability and Sustainable Development," Sustainability, MDPI, vol. 11(5), pages 1-14, February.
    4. Anastasiou, S. & Faculty of Social Sciences, University of Ioannina, Greece., 2020. "The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management," International Journal of Education and Practice, Conscientia Beam, vol. 8(1), pages 26-36.
    5. Anastasiou S, 2020. "The Moderating Effect of Age on Preschool Teachers Trait Emotional Intelligence in Greece and Implications for Preschool Human Resources Management," International Journal of Education and Practice, Conscientia Beam, vol. 8(1), pages 26-36.
    6. repec:ucp:bkecon:9780226316529 is not listed on IDEAS
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    Cited by:

    1. Ying Kai Liao & Wann-Yih Wu & Tuan Cong Dao & Thi-Minh Ngoc Luu, 2021. "The Influence of Emotional Intelligence and Cultural Adaptability on Cross-Cultural Adjustment and Performance with the Mediating Effect of Cross-Cultural Competence: A Study of Expatriates in Taiwan," Sustainability, MDPI, vol. 13(6), pages 1-18, March.
    2. 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.
    3. Lidia Vidal-Meliá & Marta Estrada & Diego Monferrer & Alma Rodríguez-Sánchez, 2022. "Does Mindfulness Influence Academic Performance? The Role of Resilience in Education for Sustainable Development," Sustainability, MDPI, vol. 14(7), pages 1-12, April.
    4. Chatterjee, Sheshadri & Chaudhuri, Ranjan & Vrontis, Demetris, 2022. "Examining the role of cross-cultural factors in the international market on customer engagement and purchase intention," Journal of International Management, Elsevier, vol. 28(3).
    5. Teresa Nogueira & Rui Castro & José Magano, 2023. "Engineering Students Education in Sustainability: The Moderating Role of Emotional Intelligence," Sustainability, MDPI, vol. 15(6), pages 1-14, March.

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