Perceived Emotional Intelligence and Learning Strategies in Spanish University Students: A New Perspective from a Canonical Non-symmetrical Correspondence Analysis

• Main Authors: María C. Vega-Hernández, María C. Patino-Alonso, Rosario Cabello, María P. Galindo-Villardón, Pablo Fernández-Berrocal
• Format: Article
• Language: English
• Published: Frontiers Media S.A. 2017-10-01
• Series: Frontiers in Psychology
• Subjects: perceived emotional intelligence; learning strategies; canonical non-symmetrical correspondence analysis; university students; gender
• Online Access: http://journal.frontiersin.org/article/10.3389/fpsyg.2017.01888/full

Recent studies have revealed that emotional competences are relevant to the student’s learning process and, more specifically, in the use of learning strategies (LSs). The aim of this study is twofold. First, we aim to analyze the relationship between perceived emotional intelligence (PEI) and LSs applying the scales TMMS-24 and Abridged ACRA to a sample of 2334 Spanish university students, whilst also exploring possible gender differences. Second, we aim to propose a methodological alternative based on the Canonical non-symmetrical correspondence analysis (CNCA), as an alternative to the methods traditionally used in Psychology and Education. Our results show that PEI has an impact on the LS of the students. Male participants with high scores on learning support strategies are positively related to high attention, clarity, and emotional repair. However, the use of cognitive and control LS is related to low values on the PEI dimensions. For women, high scores on cognitive, control, and learning support LS are related to high emotional attention, whereas dimensions such as study habits and learning support are related to adequate emotional repair. Participants in the 18–19 and 22–23 years age groups showed similar behavior. High scores on learning support strategies are related to high values on three dimensions of the PEI, and high values of study habits show high values for clarity and low values for attention and repair. The 20–21 and older than 24 years age groups behaved similarly. High scores on learning support strategies are related to low values on clarity, and study habits show high values for clarity and repair. This article presents the relationship between PEI and LS in university students, the differences by gender and age, and CNCA as an alternative method to techniques used in this field to study this association.