Emotional competence profile in a higher education students sample
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abstract
Recent research emphasizes the relationship between
emotional responses, cognitive functioning and learning (Ruthig et al., 2007;
Chung, I., 2010), and others authors presented emotional intelligence
correlated with better academic performance but not with the highest levels
of intelligence quotient (Barchard, 2003; Izard, 2001; O’Connor 2003; in
Mayer, J., Roberts, and Barsade, 2008).
Aim: to define the Emotional Competence profile in higher education
students. Method: A cross-sectional survey was carried out in a probabilistic
sample including 461 students of higher education from five schools of
Polytechnic Institute of Bragança, Portugal.
The instrument was based on the model of Emotional Competence developed
by Veiga-Branco (2004, 2007). Data was analyzed using descriptive statistics.
Factor analysis was used to identify capacities. Additionally, a multiple
regression analysis was conducted to determine the relationship between
capacities and Emotional Competence and to establish the capacities that
were the strongest predictors of Emotional Competence. All senior students
had participated in this study, about 33.6% male and 66.2% female, aged
between 17 and 39 years old.
Conclusions/Results: Five competencies were identified in this study. The
ranking of the correlations was as follows: Emotions Management in Group
(r=0.789; p<0.001), Empathy (r=0.774; p<0.001), Self-motivation (r=0.767;
p<0.001), Emotions Management (r=0.760; p<0.001), and Self-conscience
(r=0.700; p<0.001). The Cronbach Alpha for Internal Consistency obtained
for each of the capacities was as follows: Emotions Management in Group
(0.880), Emotions Management (0.764), Self-motivation (0.784), Empathy
(0.849) and Personal Emotions Management (0.759). The estimated
regression model includes, Emotions Management in Group, Empaty, Self
Motivation, and Emotion Management that represents 96,8% of the variance
in Emotional Competencies.
