Emotional intelligence and motivation in learning.

Abstract

The main objective was to conduct a systematic review of the literature on EI and motivation in learning. The methodology used was a systematic review using the PRISMA approach. Databases such as Scopus, Dialnet, Google Scholar, Scielo and academic repositories were consulted. The inclusion criteria were studies published in the last 5 years, in English or Spanish, that address the relationship between both topics. We excluded duplicate studies or studies without a defined methodology. The process followed the phases of the PRISMA model. The results obtained after the review of the 15 articles in relation to the two objectives indicate that EI plays a key role in the academic motivation of students. In the first objective, it is confirmed that EI contributes significantly to academic performance and emotional well-being, highlighting the importance of pedagogical strategies that include emotional self-regulation activities and approaches adapted to the emotional characteristics of students. In addition, the need to promote emotional self-regulation to strengthen intrinsic motivation and improve the integral development of the student is underlined. Regarding the second objective, studies reveal that higher EI enhances academic motivation, influences commitment and improves school performance. However, it is noted that the impact of EI can be variable depending on the context, such as genderdifferences, which highlights the importance of personalizing pedagogical strategies. Together, both goals suggest that the integration of emotional development programs into education systems is essential to maximize motivation and academic achievement.