Differences in empathy and emotional intelligence in relation to academic performance

Abstract

The ability to view things from another’s perspective and emotional intelligence are keys for dealing with the various situations or problems that can occur in an academic environment. The purpose of this study is to analyse the differences in empathy and emotional intelligence of a selection of educational science university students in relation to their academic performance. Sixty-one students participated, mostly women, and with ages ranging from 18-31 years of age. After informing the students of the study a tool was used to assess their empathy, and another their emotional intelligence. The investigation design applied was ex post facto. Notable statistical differences were encountered in regard to the link between academic performance and the degree of empathy. Students with outstanding grades obtained higher marks on the emotional comprehension scale than those with passing or more average grades, as well as higher total marks on the cognitive dimension scale for evaluating their empathy. In the results, no significant statistical differences were found as regards emotional intelligence in relation to their academic performance. The conclusion highlights the importance of implementing activities in university teaching that foment interpersonal abilities such as communication skills and team work.