Emotional intelligence and collaborative work in university students
Keywords:
Emotional intelligence, collaborative work, higher education, emotional regulationAbstract
This study analyzes the relationship between the dimensions of emotional intelligence (EI): emotional perception, understanding, and regulation, and collaborative work skills in Mexican university students. A correlational-cross-sectional design was used with a sample of 100 Social Sciences and Humanities students. The instruments used were the TMMS-24 scale (for EI) and an ad hoc questionnaire to assess collaborative work (14 items). The results revealed significant correlations: emotional regulation was most strongly associated with role coordination, followed by emotional understanding with clarity of expression. Emotional perception had smaller but significant effects on group communication and organization. The results are consistent with Mayer and Salovey's model, highlighting that EI, especially the dimensions of emotional regulation and understanding, is a key predictor of effective collaboration. Pedagogical implications are discussed, such as the integration of EI programs into university education to strengthen socio-emotional competencies.
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Copyright (c) 2025 Jaqueline García-Juárez, Adriana Estrada-Girón, Javier Moreno-Tapia
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