Emotional intelligence and academic performance in fifth grade students in a public educational institution, Tumbes, 2024

The research aimed to determine the relationship between emotional intelligence and academic performance among fifth-grade students in a public school in Tumbes, Peru, in 2024. It aligns with SDG 4: Quality Education by addressing factors that influence learning outcomes. The specific objectives included analyzing the relationship between the dimensions of emotional intelligence—emotional attention, emotional clarity, and emotion repair—and academic performance. This quantitative, basic, non-experimental study employed a correlational causal design. The population consisted of 386 students, with a sample of 56 participants. The TMMS-24 test was used to assess emotional intelligence, while academic performance was evaluated through progress reports. The results indicated no significant relationship between emotional intelligence or its specific dimensions and academic performance (p > 0.05). The conclusions highlight that academic performance is not directly influenced by emotional intelligence but rather by contextual and mediating factors, such as motivation and socio-emotional environments.