Emotional component and academic
performance
Componente emocional y el
rendimiento académico
How to cite: Velázquez, L. H. I. y Castañeda, E. C. I. (2024). Emotional component and academic
performance. Revista Digital de Investigación y Postgrado, 5(10), 125-137
125
* Ph.D. student in Education Sciences with an Emphasis on Research, Evaluation, and Educational Project Formu-
lation, Metropolitan University of Education, Science, and Technology, Panama. Master's in Educational Psychology
from Pontifical Bolivarian University, Medellin, Colombia. Bachelor's in Psychology from the University of Antioquia,
Medellin, Colombia. Guidance Counselor at Carlos Enrique Cortés Herrera School in Itagüí, Antioquia, Colombia.
Email: hectoerlopez.est@umecit.edu.pa
** Ph.D. student in Education Sciences with an Emphasis on Research, Evaluation, and Educational Project Formu-
lation, Metropolitan University of Education, Science, and Technology, Panama. Master's in Education from the Uni-
versity of Medellin, Colombia. Bachelor's in Preschool Education from the University of Antioquia, Medellin,
Colombia. Elementary School Teacher at San José Obrero School in Medellin, Antioquia, Colombia. Email: cla-
rain1204@gmail.com
Revista Digital de Investigación y Postgrado, 5(10), 125-137
Electronic ISSN: 2665-038X
Clara Inés Castañeda Escobar***
https://orcid.org/0009-0004-7843-8413
La Estrella, Department of Antioquia / Colombia
Héctor Iván Velásquez López**
https://orcid.org/0000-0001-9648-3091
La Estrella, Department of Antioquia / Colombia
Received: February / 26 / 2024 Reviewed: February / 28 / 2024 Approved: April / 10 /2024
Abstract
The present article is part of a doctoral thesis, which emphasizes emotional components and
academic performance, focusing on determining the relationship between emotional compo-
nents and academic performance of students in educational institutions in Medellin, Antioquia.
The study followed positivist paradigm procedures with a quantitative approach, using a basic
study type and correlational level. The sample consisted of 24 teachers and 36 students, who
were administered a 60-item instrument. The results showed a strong and significant positive
correlation coefficient between the variables (r = 0.878, p < 0.005). This indicates that as the
emotional component increases, so does academic performance. It was concluded that the
strength of this correlation is high, supporting the relevance of addressing students' emotions
in teaching. Furthermore, the statistical significance of the results indicates that this relationship
is not random but a significant finding.
Keywords:
emotional components, academic performance, relationship, education.
Resumen
El presente artículo hace parte de una tesis doctoral, en la cual se hace énfasis en los componentes
emocionales y el rendimiento académico, por lo que su objetivo se centró en determinar la rela-
ción entre el componente emocional y el rendimiento académico de los estudiantes en las ins-
tituciones educativas de Medellín, Antioquia. El estudio siguió los procedimientos del paradigma
positivista con enfoque cuantitativo, mediante un tipo de estudio básico y nivel correlacional. La
muestra estuvo constituida por 24 docentes y 36 estudiantes, a quienes se les aplicó un instru-
mento de 60 ítems. Los resultados demostraron que existe un coeficiente de correlación positiva
significativa fuerte y significativa entre las variables (r = 0,878, p < 0,005). Esto indica que a medida
que aumenta el componente emocional, también lo hace el rendimiento académico. Por lo que
se concluyó que, la fuerza de esta correlación es alta, lo que respalda la relevancia de abordar las
emociones de los estudiantes en la enseñanza. Además, la significancia estadística de los resul-
tados indica que esta relación no es aleatoria, sino que es un hallazgo significativo.
Palabras clave:
componente emocional, rendimiento académico, relación, educación.
Introduction
The Covid-19 coronavirus affected societies worldwide, negatively disrupting individuals and
production systems. Consequently, the educational system was influenced to an equal or greater
extent than the production system to adapt to the measures adopted to curb the health crisis.
Therefore, schools were closed, and students suspended in-person classes; the well-known
unexpected nature of the problem forced authorities to take drastic measures and follow the
control measures established by the World Health Organization (WHO, 2020). In this way, the
educational system was obliged to migrate to virtual technological platforms as strategies to
ensure the continuity of learning in schools.
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Héctor Iván Velásquez López and Clara Inés Castañeda Escobar
Revista Digital de Investigación y Postgrado, 5(10) 125-137
Electronic ISSN: 2665-038X
127
Regarding this matter, the Economic Commission for Latin America and the Caribbean (ECLAC)
and the United Nations Educational, Scientific and Cultural Organization (Unesco, 2020) stated
that the health crisis transformed the educational process in several schools in more than 190
countries, in the quest to control the spread of the virus and thus try to reduce the chains of
contagion. Reports from these organizations show that, since the beginning of the pandemic,
more than 1.2 billion students worldwide and at all educational levels were forced to stay at
home without being able to attend school.
Furthermore, Pérez et al. (2022) argue that it is potentially important from a biosociological
perspective to work on emotions so that individuals can process the information they absorb
through the stimuli presented in the social, family, and school environment. This means that it
is important to develop emotional intelligence so that people can manage their emotions in
the face of any problem that arises, applying capacities and skills to maintain successful mental
health; these mechanisms for learning emotional skills influence behavior and how each human
being faces specific situations.
Based on all of the above, it can be inferred that the role of emotions in educational situations
is essential, hence the urgent need to delve into the incidence of emotional intelligence in de-
termining students' learning achievements. For a long time, significant transformations have
occurred in teaching and learning processes to promote the comprehensive education of stu-
dents, developing their knowledge, skills, and abilities in the cognitive, social, moral, and emo-
tional fields. This notion of competence includes the ability to adapt to changing realities and
to integrate successfully into different environments that require proper emotional management.
Therefore, it is especially important to develop emotional competence in primary grades (Vi-
llalobos & Riquelme, 2022).
According to the approach made by Lozano-Peña et al. (2022), following the upheaval that
shook humanity in 2020 (SARS-COVID 19), which caused drastic changes in people's lives at an
individual, social, and even productive level, the author highlights that this situation generated
moments of distress and anxiety, especially in the child population who couldn't comprehend
the situation and were subjected to health measures, such as ceasing to attend their schools.
According to Núñez & Llorent (2022), referring to the Latin American context, various studies
have emphasized that the emotional impact of the pandemic has been significantly manifested
in children. They were affected by fear and insecurity, developing behaviors that persist to this
day, marking their behavior in the post-pandemic period. Thus, numerous students are still ob-
served with traits of fear, insecurity, and withdrawal, among other emotional manifestations.
Similarly, according to data from Latin America, approximately 160 million students were unable to
attend their schools, leading to widespread emotional disturbances. This situation exposed students
to a comprehensive transformation in all aspects of their lives. Therefore, it is imperative that schools
seek the necessary tools to facilitate children's adaptation to the new post-pandemic school envi-
ronment, focusing especially on the development of their emotional intelligence (Simeón et al., 2021).
Emotional component and academic performance
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However, what is observed in the socio-emotional competencies of students in other contexts
does not differ from the reality in Colombia. Despite the fundamental mission of the school,
which is to promote the development of both intellectual and emotional competencies in stu-
dents, it is evident that they face similar challenges. The goal is for students to acquire emotional
knowledge that allows them to evolve as individuals and to confront the challenges present in
their social environment in a balanced manner.
In this regard, it is necessary for schools to work on socio-emotional competencies that lead to
the psychological balance and stability of teachers, especially in post-pandemic times where
behaviors of distancing among students, apathy, insecurities, and intolerance are observed,
often leading to confrontations and shouting. It can be affirmed that emotions, both positive
and negative, can have a significant impact on learning. Primarily, positive emotions facilitate
learning, leading students to focus, overcoming any predispositions. Students may feel more
interested and engaged with school, which leads to better retention and comprehension of the
information provided to them (Acosta, 2022).
Conversely, from the perspective of negative emotions, these can interfere with learning. A per-
son may feel blocked, distracted, and distressed, which interferes with learning processes and
the ability to retain information. All of this highlights the need to recognize and manage emo-
tions within pedagogical processes. It is not necessarily the case that a psychologist must inter-
vene to address them; teachers can address them by acquiring appropriate scientific information
and working on all those emotions that represent setbacks in relation to the academic and social
development of the student (Ferreira et al., 2023).
In the same line of thought, according to Soto-Romero et al. (2023), teachers contribute to de-
veloping their students' emotional competencies in several ways, including practicing empathy
and acumen: teachers need to relate to each student as an individual and understand that ever-
yone has different needs and emotional situations. This information can be used to find new
ways to manage their emotions and promote a sense of trust. Additionally, the teacher must
create a safe and respectful environment, as a respectful, tolerant, and empathetic context is
essential for students to feel safe sharing their emotions and feelings.On the other hand, Ber-
múdez (2022) points out that students cannot only be taught how to think and reason; their
ways of thinking, acting, and above all, feeling, must be considered. Only then is education con-
ducted with emotional intelligence in the Colombian educational system. Hence, teachers create
environments fostering open communication and preventing discrimination. Additionally, they
should carry out emotional exploration actions: teachers can design activities that help students
examine and perceive their own emotions and those of others.
According to Acosta & Blanco (2022), teachers play an important role in the development of
students' emotional intelligence, facilitating their understanding and effective management of
emotions. Furthermore, they consider it relevant to highlight the influence of emotions on me-
mory, as there is an improvement in the ability to remember experiences when they are asso-
ciated with positive emotions, while experiences linked to negative emotions can create barriers
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to knowledge retention. Therefore, it is relevant to consider emotional dimensions when desig-
ning educational strategies and methods.
According to Acosta & Blanco (2022), emotional components have a significant impact on the
learning process. First, because emotions act as motivation for learning. When people are mo-
tivated or interested in the subject matter, they tend to be more receptive and pay more atten-
tion to all the information they receive. Second, if a student feels frustration, anxiety, or is
stressed, they will hardly pay attention, as these emotions often interfere with learning processes
and information retention, which can interfere with their ability to learn.
Likewise, emotions also affect memory. When an experience is rated positively, it enhances the
ability to recall it over time. However, when an experience is associated with a negative emotion,
it can create a barrier to knowledge retention because the brain avoids recalling the negative
experience (Suárez & Castro, 2022).
Thus, Núñez & Llorent (2022) consider that emotional components should be related to emo-
tional intelligence within educational institutions. By giving it the connotation of intelligence, it
can be educated, being conceived as an area or dimension of the student that should be at-
tended to as part of their comprehensive training. Just as mathematics is taught without ne-
glecting language, cognitive competencies cannot be developed while neglecting emotional
competencies.
In this regard, emotional intelligence refers to the way of self-awareness and self-control of one's
own sensations and emotions in order to regulate behaviors and responses to any stimulus.
Gardner (2016) defines it as the biosociological potential that every human being has to process
information received through stimuli generated in their social and/or family environment. This
means that this intelligence can be developed in such a way that individuals can regulate their
reactions to certain circumstances. According to the author's approach, it is understood that
this intelligence attributes skills and abilities to people for managing their feelings. This means
that EI is a set of skills, attitudes, abilities, and competencies that determine a person's behavior,
reactions, or mental state.
The study adhered to positivist processes with a quantitative and correlational approach. In this
regard, Acosta (2023) defines the quantitative approach as those related to the positivist para-
digm, meaning they adhere to its characteristics of a single method, mathematical analysis, and
prediction of results. This paradigm examines the objectivity of a problem through causal em-
pirical verification and its effects, rather than seeking subjective inferences from the facts. It exa-
mines the objectivity of the problem by collecting quantitative information about it. The study
aims to evaluate the created situation through variables, dimensions, and indicators. These
quantitative studies reflect a numerical mechanism, frequency, which allows for drawing specific
conclusions that can be generalized as data to measure certain behaviors.
Based on the presented problem and the proposed objectives, the study aimed to measure
Emotional component and academic performance
© 2024, Instituto de Estudios Superiores de Investigación y Postgrado, Venezuela
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Héctor Iván Velásquez López and Clara Inés Castañeda Escobar
two variables to see if they are related to the same topic and analyze correlations. According
to Hernández & Mendoza (2018), the purpose of correlation studies is to determine the degree
of relationship or association (not causality) between two variables. Hence, due to the nature of
the study, it had a descriptive scope of the observed realities and was also considered basic, as
it seeks to deepen the knowledge of emotional components to determine to what extent they
are related to learning.
Additionally, it analyzes the problem to understand and describe the properties and dimensions
of the variables involved in the study. A questionnaire was designed as an instrument for teachers
to respond to the behaviors they observe in their students. Likewise, the students themselves pro-
vided insight into their actions and emotions, allowing the measurement of variables through their
dimensions and indicators. The questionnaire was administered to 24 teachers and 36 seventh-
grade students, who had the consent of their legal guardians. It is worth noting that the students
were given a questionnaire that was easy for them to understand and complete with clear ins-
tructions. As for the teachers, they were given a questionnaire to measure their perception of the
socio-emotional development of the students. The data were analyzed using SPSS version 21.
Methodology
The study adhered to positivist processes with a quantitative and correlational approach. In this
regard, Acosta (2023) defines the quantitative approach as those related to the positivist para-
digm, meaning they adhere to its characteristics of a single method, mathematical analysis, and
prediction of results. This paradigm examines the objectivity of a problem through causal em-
pirical verification and its effects, rather than seeking subjective inferences from the facts. It exa-
mines the objectivity of the problem by collecting quantitative information about it. The study
aims to evaluate the created situation through variables, dimensions, and indicators. These
quantitative studies reflect a numerical mechanism, frequency, which allows for drawing specific
conclusions that can be generalized as data to measure certain behaviors.
Based on the presented problem and the proposed objectives, the study aimed to measure two va-
riables to see if they are related to the same topic and analyze correlations. According to Hernández
& Mendoza (2018), the purpose of correlation studies is to determine the degree of relationship or
association (not causality) between two variables. Hence, due to the nature of the study, it had a
descriptive scope of the observed realities and was also considered basic, as it seeks to deepen the
knowledge of emotional components to determine to what extent they are related to learning.
Additionally, it analyzes the problem to understand and describe the properties and dimensions
of the variables involved in the study. A questionnaire was designed as an instrument for teachers
to respond to the behaviors they observe in their students. Likewise, the students themselves pro-
vided insight into their actions and emotions, allowing the measurement of variables through their
dimensions and indicators. The questionnaire was administered to 24 teachers and 36 seventh-
grade students, who had the consent of their legal guardians. It is worth noting that the students
were given a questionnaire that was easy for them to understand and complete with clear ins-
Revista Digital de Investigación y Postgrado, 5(10) 125-137
Electronic ISSN: 2665-038X
131
tructions. As for the teachers, they were given a questionnaire to measure their perception of the
socio-emotional development of the students. The data were analyzed using SPSS version 21.
Results
The results stem from grouping the information (data) into frequencies considering the respon-
ses from both teachers and students. In this regard, they were mainly tabulated in Excel tables,
assigning a numerical value to each response option.
Table 1
Emotional component
Note: Author's own elaboration (2024).
EIn Table 1, the dimensions of the emotional component variable are shown from the perspective
of both students and teachers. It can be observed that 75% of students and teachers rated
themselves at a regular level on this variable, while 25% of both teachers and students rated
themselves at a low level. Regarding the communication dimension, 66.7% of students have a
low communication level, and 62.5% of teachers also consider them to be at a low level. 25%
of students are at a regular level, as are 29.2% of teachers. Additionally, 8.3% of both teachers
and students consider their communication level to be high.
Regarding the self-control dimension, 66.7% of students have a low level, while 75% of teachers
believe they are at a low level. 30.6% of students have a regular level of self-control, and 20.8%
of teachers consider themselves to be at a regular level. Only 2.8% of students have a high
level, as do 4.2% of teachers.
Referring to self-esteem, it was observed that 69.4% of students have a low level, according to
teachers' assessment of 75% at a low level. 27.8% of students have a regular level, and according
to teachers, 29.2% have a regular level.
Regarding the empathy dimension, 72% of students have a low level of empathy, confirmed by
Emotional component and academic performance
Indicator
Levels
Low Moderate Alto
Students Teacher Students Teacher Students Teacher
Fr F% Fr F% Fr F% Fr F% Fr F% Fr F%
Emotional Component
9 25.0 6 25.0 27 75.0 18 75.0 0 0.0 0 0.0
Comunication
24 66.7 15 62.5 9 25.0 7 29.2 3 8.3 2 8.3
Self-control
24 66.7 18 75.0 11 30.6 5 20.8 1 2.8 1 4.2
Self-steem
36 100 12 50.0 0 0.0 12 50.0 0 0.0 0 0.0
Self-awareness
24 66.7 16 66.7 11 30.6 5 20.8 1 2.8 3 12.5
Total 36 100.0 24 100.0 36 100.0 24 100.0 36 100.0 24 100.0
© 2024, Instituto de Estudios Superiores de Investigación y Postgrado, Venezuela
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Héctor Iván Velásquez López and Clara Inés Castañeda Escobar
62.5% of teachers, while 22.2% are at a regular level, and 29.2% of teachers believe these figures
are at a regular level. 5.6% of students have a high level of empathy, and teachers believe 8.3%
are at a good level.
Finally, with regard to self-awareness, 69.4% of students are at a low level, while teachers believe
66.7% are at a low level. Additionally, 11.1% of students are at a high level, and teachers believe
12.5% are at that level.
Table 2
Academic performance
Note: Author's own elaboration (2024).
The results from Table 2 show the academic performance variable along with its dimensions.
It can be observed that concerning the variable, 63.9% of the students exhibit a moderate
performance, as perceived by 50% of the teachers. Meanwhile, 36.1% of the students have a
poor performance, as indicated by the remaining 50% of the teachers. Regarding the dimen-
sion of student participation, 72.2% of the surveyed students stated that their participation is
poor, and 70.8% of the teachers agree with this assessment. Only 2.8% demonstrate efficient
participation, according to the students, while 12.5% are perceived as efficient by the tea-
chers.
In terms of competency development, 61.1% of the students have a deficient level, as reported
by 75% of the teachers. Additionally, 30.6% of the teachers rate the competency development
as moderate, with 20.8% of the students falling into this category. Furthermore, 8.3% of the
students exhibit an efficient level of competency development, but only 4.2% are seen as effi-
cient by the teachers. Finally, concerning motivation for learning, 61.1% of the students have a
deficient motivation level, according to both the students and teachers. Additionally, 33.3% of
the students display a moderate level of motivation, while 16.7% are perceived as moderately
motivated by the teachers. Only 5.6% demonstrate an efficient level of motivation, as reported
by the students, while 8.3% are perceived as efficient by the teachers.
Indicator
Levels
Poor Moderate Efficient
Students Teacher Students Teacher Students Teacher
Fr F% Fr F% Fr F% Fr %F FR %r Fr F%
Academic performance
13 36.1 12 50.0 23 63,9 12 50.0 0 0.0 0 0.0
Student participation
26 72.0 17 70.8 9 25.0 4 16.7 1 2.8 3 12.5
Competency development
22 61.1 18 75.0 11 30.6 5 20.8 3 8.3 1 4.2
Learning motivation
22 61.1 18 75.0 12 33.3 4 16.7 2 5.6 2 8.3
Total 36 100.0 24 100.0 36 100.0 24 100.0 36 100.0 24 100.0
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Table 3
Correlation coefficient of the emotional component variable and academic performance from
the information obtained from the students
Note: Author's own elaboration (2024).
Table 3 displays the Spearman correlation coefficients between the emotional component and
academic performance, along with the associated significance values.
For the emotional component, a strong and significant positive correlation with academic per-
formance is observed (r = 0.878, p < 0.005). This indicates that as the emotional component
increases, academic performance also increases, and this relationship is statistically significant.
Conversely, academic performance also exhibits a strong and significant positive correlation with
the emotional component (r = 0.878, p < 0.005), suggesting that as academic performance im-
proves, so does the emotional component, and this relationship is also statistically significant.
These findings highlight a significant association between the emotional component and aca-
demic performance in the studied sample, emphasizing the importance of considering emo-
tional aspects in the educational context.
Table 4
Correlation coefficient of the emotional component variable and academic performance from
the information obtained from teachers
Note: Author's own elaboration (2024).
Emotional component and academic performance
Emotional
Component
Academic
Performance
Spearman's
Rho
Emotional
Component
Correlation Coefficient
1,000 0,892
Sig. (bilateral)
0,000 0,000
N 24 24
Academic
Performance
Correlation Coefficient
0,619 1,000
Sig. (bilateral) 0,000 0,000
N 124 24
Emotional
Component
Academic
Performance
Spear-
man's Rho
Emotional
Component
Coeficiente de correlación 1,000 0,878
Sig. (bilateral) 0,000 0,005
N 36 36
Academic
Performance
Coeficiente de correlación 0,878 1,000
Sig. (bilateral) 0,005 0,000
N 36 36
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Héctor Iván Velásquez López and Clara Inés Castañeda Escobar
In Table 4, the Spearman correlation coefficients between the emotional component and aca-
demic performance, as well as the associated significance values, are shown. For the emotional
component, a very strong and significant positive correlation with academic performance is
observed (r = 0.892, p < 0.001). This suggests that as the emotional component increases, so
does academic performance, and this relationship is statistically significant.
Conversely, academic performance also shows a very strong and significant positive correlation
with the emotional component (r = 0.892, p < 0.001), indicating that as academic performance
increases, so does the emotional component, and this relationship is also statistically significant.
These findings suggest a strong association between the emotional component and academic
performance in the studied sample, supporting the importance of considering emotional as-
pects in the educational context.
Discussion
Regarding the emotional components of the students, it was observed that the majority exhibit
low levels of communication, self-control, self-esteem, empathy, and self-awareness; only a small
percentage show average and high levels, indicating that indeed the students do not have good
emotional management. This implies, from the perspective of Acosta & Blanco (2022), that
emotions are factors that have a direct impact on people's lives, and their origin dates back to
family relationships, whether due to permissive, repressive, or autocratic parenting styles. Ferreira
et al. (2023), on the other hand, point out that dysfunctions and the parents' occupations to
meet the family's basic needs and provide food often lead them to neglect the formation of
their children's personality, feelings, and emotions.
According to Díaz & Palma (2017), considering that the emotional area of students is not being
addressed from the family core, the school must intervene by presenting mechanisms to link
cognitive teaching with emotional aspects. Therefore, Nussbaum (2014) argues that a central
axis must be created to address skills that lead to balanced development (EI), so that the learner
has tools that facilitate finding a balance between the emotional and the rational, working cog-
nition together with emotions through learning strategies. Thus, the creation of didactic strate-
gies is based on defining the procedures and resources to be used in pedagogy to stimulate
the learning of students from the integrality of their being. That is, it involves how the teacher
must consciously organize their activity to set and achieve goals consistent with the overall edu-
cation of the students, adapting them to their needs (Núñez & Llorent 2022).
Based on the relationship between the emotional components from each of their dimensions
and the processes of learning and/or academic performance, it is important to develop strate-
gies that, in addition to being structured fundamentally according to the requirements of the
students and the course requirements, where it is noted that the students' needs are not only
learning, hence the methodologies to be developed must be oriented in the same proportion
to the social and emotional needs due to extensive communicative instruction, self-control, self-
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awareness, self-esteem, and communication. This suggests that it is not only about promoting
students' cognitive progress. Therefore, the strategic structure aimed at promoting emotional
intelligence must seek to develop skills to contextualize learning and elucidate the information
received by students and, of course, cognitive improvement.
However, educational systems are not recognizing the structure of this strategy, as their practice
has always been focused on developing cognitive mastery and following curriculum guidelines,
which represents a weakness of the institutions that establishes that emotions must be taught
because they are part of the student's personality.
In this sense, Acosta & Blanco (2022) propose that teachers must be responsible for promoting
the integrality of their students, seeking their cognitive and emotional development. All this re-
gardless of whether it is included in the educational plan or not. In this sense, it is necessary to
create training strategies that promote the development of emotional education skills. The aut-
hor's theoretical position reveals significant gaps in the structure of training strategies in emo-
tional intelligence management in educational institutions in Medellín.
This is how deeply ingrained in its structure is the need to relate academic content to context,
so teachers must know their students, as this allows them to relate content to their culture. This
suggests that, to address emotions, strategies must be related or interconnected with students'
culture and environment, as it reflects their emotions, their closeness to them.
In this sense, activities are warranted to generate learning strategies related to emotional in-
telligence management, which in turn promotes emotional maturity, thus regulating students'
behavior and improving their interpersonal relationships. According to Ferreira et al. (2023),
another aspect to reflect on in emotional intelligence management activities within the struc-
ture of learning strategies is the flexibility to adapt to students' needs, motivate them, and en-
gage them in the learning process and their emotional development, which requires
coordinated work and guiding students so they can organize their function training simulta-
neously.
From a different perspective, the intention is to describe strategies from emotions and the social
component that favors the communicative dimension of emotional intelligence in the school
setting. During the learning process, there are evident difficulties in communication among stu-
dents. In this regard, it is necessary to emphasize that such strategies are characterized by pro-
moting an environment of safety and freedom of expression due to the interaction that occurs
among students, which is correct considering the use of strategies such as cooperation, em-
pathy, self-respect, and respect for others (Díaz & Palma, 2017).
There are also other characteristics of social component strategies that contribute to the com-
municative dimension of emotional intelligence Interaction with the physical environment - be-
cause it promotes students' social development, stimulating curiosity - because it motivates
students to engage students, broadening the level of interpretation of emotional intelligence
Emotional component and academic performance
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Héctor Iván Velásquez López and Clara Inés Castañeda Escobar
response. These characteristics are reflected in experiential socialization strategies and problem-
solving games. However, for these strategies to be effective in developing communicative skills,
they must become the main objective, as this will allow teachers to focus on this, rather than
divert their attention solely to the acquisition of cognitive skills.
However, Suárez & Castro (2022) state that when seeking to guide emotional intelligence, stra-
tegies should enhance students' ability to understand gestures, that is, acquire a bodily aware-
ness that helps them recognize others' feelings, as well as the ability to identify feelings and
emotions in themselves and others. This case will benefit the development of social skills. The-
refore, teachers must promote the integration of culture and communication because students'
environment can affect the social and personal functions of communication.
In this sense, while teachers recognize the characteristics of strategies that promote students'
communicative skills, they point out that in educational institutions, the grammar of language
subjects is derived with reference to the communicative process. This indicates a weakness in
the development of communication skills, as students are limited to constructing grammatically
well-structured sentences.
Conclusions
Based on the results, it can be concluded that there is a significant and positive correlation bet-
ween the emotional component and the academic performance of students. This suggests that
emotions play an important role in academic performance, highlighting the need to consider
them in the educational setting. The strength of this correlation is high, supporting the relevance
of addressing students' emotions in teaching. Additionally, the statistical significance of the re-
sults indicates that this relationship is not random but rather a significant finding. Therefore,
these findings emphasize the importance of promoting a emotionally positive environment in
educational institutions to improve students' academic performance.
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