European Journal of Psychology of Education

, Volume 30, Issue 4, pp 437–455 | Cite as

Profiles of emotional intelligence and learning strategies in a sample of Chilean students

  • José M. García-Fernández
  • Cándido J. Inglés
  • Raquel Suriá
  • Nelly Lagos-San Martín
  • Carolina Gonzálvez-Maciá
  • David Aparisi
  • Mari C. Martínez-Monteagudo


In the last few years, one of the lines of research of great interest in the field of emotional intelligence (EI) has been the analysis of the role of emotions in the educational context and, in particular, their influence on learning strategies. The aims of this study are to identify the existence of different EI profiles and to determine possible statistically significant differences in learning strategies between the obtained profiles. The study involved 1253 Chilean school students from 14 to 18 years (M = 15.10, SD = 1.30), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the Inventory of Learning and Study Strategies—High School version (LASSI-HS). Cluster analysis identified four EI profiles: a group of adolescents with a high EI profile, a group with predominance of low emotional attention and high repair skills, a group with high scores on attention and low scores on clarity and repair, and a final group of adolescents with low EI. Also, students in groups with high overall scores in EI and low attention and high repair emotional obtained higher scores on the different learning strategies; however, the effect size analysis showed that these differences had no empirical relevance.


Emotional intelligence Learning strategies TMMS-24 LASSI-HS Adolescence 



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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Science+Business Media Dordrecht 2015

Authors and Affiliations

  • José M. García-Fernández
    • 1
  • Cándido J. Inglés
    • 2
  • Raquel Suriá
    • 1
  • Nelly Lagos-San Martín
    • 1
  • Carolina Gonzálvez-Maciá
    • 1
  • David Aparisi
    • 1
  • Mari C. Martínez-Monteagudo
    • 1
  1. 1.Área of Developmental and Educational Psychology, Department of Developmental Psychology and DidacticsUniversity of AlicanteAlicanteSpain
  2. 2.Área of Developmental and Educational Psychology, Department of Health PsychologyMiguel Hernández University of ElcheAlicanteSpain

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