Inteligencia Emocional Percibida como Factor Asociado a las Estrategias de Aprendizaje en Adolescentes Ecuatorianos

Mercedes Mogrovejo-Mogrovejo; Marco Muñoz-Pauta; Jose Santos Morocho

doi:10.70171/xc709z59

Authors

Mercedes Mogrovejo-Mogrovejo University of Cuenca, School of Psychology Author https://orcid.org/0000-0003-3035-7441
Marco Muñoz-Pauta University of Cuenca, School of Psychology Author https://orcid.org/0000-0001-7931-566X
Jose Santos-Morocho University of Cuenca, School of Psychology Author https://orcid.org/0000-0001-8824-6344

DOI:

https://doi.org/10.70171/xc709z59

Keywords:

adolescents, ACRA, learning strategies, perceived emotional intelligence, TMMS-24

Abstract

Justification: Perceived emotional intelligence represented a relevant resource in educational contexts due to its relationship with adaptation, well-being, and self-regulation. However, evidence regarding its association with learning strategies among Ecuadorian adolescents remained limited. Objective: To analyze perceived emotional intelligence and its relationship with learning strategies in Ecuadorian adolescents by describing their levels and determining the association between its dimensions, with the aim of identifying the influence of emotional factors on learning processes. Methodology: A quantitative, non-experimental, cross-sectional, descriptive-correlational study was conducted. The participants were 340 students from lower secondary education institutions in Cuenca, Ecuador. The Trait Meta-Mood Scale-24 (TMMS-24) and the ACRA Learning Strategies Scale were administered. Data were analyzed using descriptive statistics and Spearman’s correlation coefficient in SPSS. Results: Participants showed adequate levels of emotional intelligence and medium levels of learning strategies. Significant positive correlations were identified between both variables (p < .001), with emotional repair emerging as the dimension with the strongest association. Conclusion: Perceived emotional intelligence was significantly associated with learning strategies, contributing to adolescents’ academic development and overall well-being.

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