Inteligencia emocional en el aprendizaje de estudiantes de educación básica: Una revisión sistemática

Vollständiger Abstract

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Introduction: Emotional intelligence (EI) is a relevant factor in education due to its influence on learning processes, student well-being, and students’ ability to manage emotions, establish positive relationships, and cope with academic challenges. Objective: To analyze the international scientific evidence on the relationship between emotional intelligence and learning among basic education students, with particular emphasis on findings applicable to the Latin American context. Methodology: A systematic literature review was conducted following the PRISMA guidelines. The search was performed in the Scopus, SciELO, Web of Science, and Dialnet databases using Boolean operators related to emotional intelligence, learning, academic performance, and basic education. Empirical studies involving basic education students that examined the relationship between EI and learning were included, while studies without full-text access and theses were excluded. Of the 178 records identified, 23 articles were selected for the final analysis. Results: The findings showed that emotional intelligence is positively associated with academic performance, school motivation, and students’ behavioral regulation. Furthermore, emotional competencies were found to facilitate adaptation to the educational environment and contribute to more favorable conditions for meaningful learning. Conclusions: Emotional intelligence constitutes a fundamental component for strengthening educational quality in basic education. Its systematic integration into school curricula may promote students’ holistic development, particularly through strategies aimed at emotional management, self-regulation, and positive school relationships.