In angible Capi al
IC, 2025 – 21(1): 131-149 – Online ISSN: 1697-9818 – P in ISSN: 2014-3214
h ps://doi.o g/10.3926/ic.2714
Emo ional in elligence, mo i a ion and lea ning s a egies:
The SSREI and MSLQ-SF ques ionnai es
Isabel Co onado-Maldonado* , Rocío Díaz-Muñoz , José Luis González-Sodis
Uni e sidad de Málaga (Spain)
*Co esponding au ho : co [email protected]
[email p o ec ed], [email p o ec ed]
Recei ed Ma ch, 2024
Accep ed Janua y, 2025
Abs ac
Pu pose:
The in luence o a good managemen o Emo ional In elligence (EI) on pe sonal a i ude
shows a mo i a ional impac ha allows be e esul s in any ield, wo k, social o pe sonal. This s udy
analyzes EI and Mo i a ion (MO) h ough he lea ning s a egies p esen in 402 uni e si y s uden s o he
Facul y o Economics and Business and he Facul y o Ma ke ing and Managemen . I also analyzes he
impac o gende on hese esul s and iden i ies he dimensions o he a iables s udied.
Design/me hodology/app oach:
Fo his pu pose, we applied he mo i a ional ools Mo i a ed
S a egies o Lea ning Ques ionnai e (MSLQ) and he Sel -Repo Emo ional In elligence Tes (SSEIT).
Findings:
Based on he iden i ica ion o i e IE and ou MO dimensions, he esul s o his s udy
indica e high le els o ac i e pa icipa ion and in e es in he subjec . S uden s show a desi e o lea n
e ec i ely and o hei lea ning o be o quali y, mo i a ing and use ul o unde s anding he wo ld
a ound hem and applying ha knowledge o imp o e i .
In ela ion o he impac o he gende ac o , no signi ican di e ences o a i udinal pa e ns we e
ound. Responses and beha io s we e homogeneous o bo h gende s.
O iginali y/ alue:
This wo k iden i ies he dimensions o EI and MO o uni e si y s uden s in e ms
o in ol emen , in e es in he subjec o s udy and use o lea ning ools. Con i ming ha hese
pa ame e s in luence academic pe o mance, he esul s allow us o de e mine in which aspec s i is
necessa y o ad isable o wo k on. A i udes, mo i a ion and in elligen emo ional managemen can
p o ide a compe i i e ad an age.
Keywo ds:
Emo ional in elligence, Mo i a ion, Lea ning s a egies, Pe o mance
Jel Codes:
I23, D91, O33
To ci e his a icle:
Co onado-Maldonado, I., Díaz-Muñoz, R., & González-Sodis, J.L. (2025). Emo ional in elligence, mo i a ion
and lea ning s a egies: The SSREI and MSLQ-SF ques ionnai es. In angible Capi al, 21(1), 131-149.
h ps://doi.o g/10.3926/ic.2714
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1. In oduc ion
Emo ional In elligence (EI), is he abili y o e ec i ely manage one’s own and o he s’ emo ions, acili a es
lea ning by os e ing sel -e icacy and emo ional esilience, Goleman (1995). On he o he hand, Mo i a ion can
be unde s ood as “ he se o in e nal and ex e nal p ocesses ha ac i a e, di ec , and sus ain beha io s ela ed o
lea ning”. Au ho s such as Ryan and Deci (2000) ha e explo ed his idea wi hin he amewo k o
sel -de e mina ion heo y, ocusing on in e nal ac o s (in insic mo i a ion, which a ises om genuine in e es
and pe sonal sa is ac ion in lea ning) and ex e nal ac o s (ex insic mo i a ion, ela ed o ex e nal elemen s such
as ewa ds o ecogni ion) ha in luence beha io .
In his way, EI, mo i a ion, and lea ning s a egies a e in e connec ed ac o s ha signi ican ly in luence
academic pe o mance. Acco ding o a s udy by Tang and He (2023), EI posi i ely impac s lea ning mo i a ion,
pa icula ly in high-s ess con ex s such as he COVID-19 pandemic. Mo eo e , sel -e icacy and social suppo
se e as key media o s in his ela ionship, enabling s uden s o de elop mo e e ec i e s a egies o main ain
hei engagemen wi h s udies.
Addi ionally, esea ch on hyb id lea ning en i onmen s, which combine in-pe son and i ual classes, has shown
ha EI no only enhances s udy habi s bu also inc eases cogni i e engagemen . This engagemen ac s as a
b idge be ween EI and lea ning s a egies, helping s uden s be e add ess challenges associa ed wi h apid
changes in eaching me hods, such as he shi o online lea ning due o uni e si y closu es (Iqbal, Asgha , Ash a
& Yi, 2022).
Fu he mo e, EI has been ound o co ela e posi i ely wi h academic pe o mance and s uden s’ abili y o se
clea goals and o e come obs acles. Acco ding o an analysis by Chang and Tsai (2022), EI enables s uden s o
in eg a e a ionali y and emo ions, esul ing in be e academic decision-making and in e pe sonal ela ionships.
Fac o s such as sel -mo i a ion and emo ional egula ion di ec ly con ibu e o he implemen a ion o mo e
e ec i e lea ning s a egies.
These s udies emphasize he impo ance o inco po a ing EI de elopmen in o educa ional p og ams, no only
o imp o e academic ou comes bu also o p epa e s uden s o b oade emo ional and social challenges.
The p esen esea ch analyses he impo ance o EI, mo i a ion and lea ning s a egies o s uden s a uni e si y
le el. We also conside whe he he e a e gende di e ences in his beha iou . Rega ding he speci ic objec i es
o he s udy, we examine he deg ee o in a- and in e pe sonal EI o hese s uden s, in addi ion o conside ing
hei le el o mo i a ion in e ms o hei in ol emen wi h, app ecia ion o and in e es in he subjec unde
s udy. In addi ion, we aim o iden i y he dimensions o hese wo a iables, EI and mo i a ion, by ca ying ou a
ac o analysis. To his end, we apply he mo i a ion ools Mo i a ed S a egies o Lea ning Ques ionnai e
(MSLQ) (Pin ich, 1991), and he Sel -Repo Emo ional In elligence Tes (SSEIT) (Schu e, Malou , Hall,
Hagge y, Coope , Golden e al., 1998), which was o iginally ca ied ou wi h s uden s om he Facul y o
Economics and Business S udies and he Facul y o Ma ke ing and Managemen .
The pape is di ided in o ou pa s, i s ly, we men ion he li e a u e e iew, in i , he impo ance o he subjec ,
he con ibu ion o ou wo k and he objec i es se in i a e e lec ed, while de ining he heo e ical amewo k,
whe e he concep o emo ional in elligence, mo i a ion, academic pe o mance and lea ning a e in oduced, as
well as he di e en measu es o e alua ion o hese a iables. Likewise, we desc ibe how hese a iables a e
ela ed wi hin he main exis ing esea ch in he li e a u e. Secondly, we show he me hodology applied, hi dly, we
p o ide he esul s ex ac ed. Finally, ou hly, we o mula e he conclusions and discussion and u u e lines o
esea ch.
In sho , in he e iew o he li e a u e o he las en yea s we would like o highligh , on he one hand, he
a icle by Ni oomand, Behja and Ros ampou (2014) whe e hey ela e EI, he SSREI and MSLQ-SF
ques ionnai es join ly in I anian s uden s. Acco ding o ou sea ch in WOS, we ound only his esea ch linking
he wo. Rega ding he esea ch by Ni oomand e al. (2014), in addi ion o he ela ionship o he h ee concep s,
we ha e p o ided he possible gende di e ence among esponden s a he Uni e si y o Malaga (Spain).
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On he o he hand, we highligh he s udy o Tejani, Khan, Ejaz and Shamsy (2021) Pakis ani s uden s, whe e a
ma ked gende di e ence in mo i a ion and lea ning in mo i a ion and lea ning s a egies. I should be no ed
ha ou s udy is ca ied ou in di e se e hnog aphic con ex s, so we do no in end o make di ec compa isons.
The esul s o his s udy allow us o answe di e en ques ions ela ed o he impo ance o emo ional
in elligence, mo i a ion and lea ning s a egies o uni e si y s uden s:
Wha is he le el o EI and Mo i a ion (MO) h ough lea ning s a egies p esen ed by uni e si y s uden s? A e
he e signi ican di e ences acco ding o gende ? Wha a e he dimensions o he EI and mo i a ion a iables?
2. Re iew o Li e a u e
2.1. Emo ional In elligence
In elligence e e s o in elligence quo ien , which is conside ed o be he uni e sal indica o o an indi idual
(Goleman,1995). Thus, esea che s such as Ga dne (1983) and S e nbe g (1988) ha e sugges ed ha he e m
“in ape sonal and in e pe sonal in elligence” p o ided a basis o la e models o emo ional in elligence (EI).
These au ho s sugges ed ha he essence o in ape sonal in elligence is he abili y o know one’s own emo ions,
while ha o in e pe sonal in elligence is he abili y o unde s and he emo ions and in en ions o o he
indi iduals (Gignac, Palme , Manocha & S ough, 2005; Schu e e al. 1998).
Subsequen ly, Salo ey and Maye (1990) p oposed a b oade app oach o unde s anding in elligence. They we e
he i s o in oduce he e m “emo ional in elligence”, unde s ood as he abili y o pe cei e and exp ess
emo ion in onesel ( ia e bal and non- e bal exp ession) and in o he s ( ia non- e bal pe cep ion and
empa hy), as well as o egula e emo ion in onesel and in o he s, and unde s and how o use ha emo ion. Thus,
some people a e be e able han o he s o p ocess in o ma ion abou emo ions and o use i o guide hei
hinking and beha iou .
The concep o EI was g adually in oduced in o he scien i ic li e a u e. I was popula ised and expanded upon
by Goleman (1995), who added a se o communica i e and social skills in luenced by he unde s anding and
exp ession o emo ions. La e , Ba -On (2000) de ined EI as a se o knowledge and skills ha a ec s he
emo ional and social in luences on an indi idual’s abili y o be awa e. Acco ding o Ba -On (2000), hese skills a e
non-cogni i e and enable indi iduals o unde s and, be awa e o , and know how o exp ess and con ol hei
emo ions in o de o inc ease hei success in li e. Following in oduc ion o he concep o EI, some s udies
ha e in e p e ed i as a se o men al skills, and o he s as an eclec ic mix o posi i e ai s, such as happiness,
sel -es eem and op imism (Maye , Salo ey & Ca uso, 2008).
T ans e ing he concep o EI o eaching, esea ch conce ning he quali y o highe educa ion has inc eased
signi ican ly, as no ed by F oiland and Wo ell (2016), Mo iboys (2013) and Rao and Sachs (1999). Au ho s such
as Pe e a and Di Giacomo (2013) ha e p oposed concep ual models ha link ai EI di ec ly and indi ec ly o
educa ional pe o mance in a ious educa ional en i onmen s. One such en i onmen hese au ho s conside ed
was he uni e si y, whe ein, a he momen o uni e si y ansi ion, s uden s ha e o ace new challenges and
expe iences a he academic and social le els ha can cause s ess, a leas in he i s e m o he cou se.
Thus, highe academic pe o mance is achie ed by indi iduals who possess highe EI, which enables s onge
and mo e endu ing in e pe sonal ela ionships o o m (B acke , Ri e s & Salo ey, 2011), hus con ibu ing o
highe in ellec ual de elopmen in gene al (Be nd , 1999, as ci ed in Al wij i, Alo aibi, Alsaeed, Alsalim, Ala iq,
Al-Sa heed e al., 2021; see also Fo d & Smi h, 2007).
Simila ly, in he s udy ca ied ou by Kasemy, Kabbash, Desouky, Abd-El-Raou , Alosha i and El-Sheikh (2022)
s uden mo i a ion was he highly signi ican p edic o o academic pe o mance ollowed by lea ning, emo ional
in elligence, and educa ional en i onmen . Along hese lines, in he esea ch ca ied ou by Tejani e al. (2021)
wi h Pakis ani s uden s, signi ican co ela ions we e ound be ween ele en subscales o he MSLQ and he
s uden s’ academic pe o mance The e o e, mo i a ion has an impac on academic esul s and a conside able
gende di e ence p e ails in e ms o mo i a ion. and lea ning s a egies. Howe e , he model i indices in SEM
show a ela i e i and poo i in some o he indices.
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Fo his pa , Lei (2024), in his esea ch wo k wi h Chinese s uden s en olled in science, echnology, enginee ing
and ma hema ics p og ams, in se e al uni e si ies in China, ound a signi ican co ela ion be ween sel - egula ed
lea ning, mo i a ion o lea n science and emo ional in elligence, and hus, be able o imp o e academic esul s.
Au ho s such as Ma ín-Ma ín, López-Belmon e, Lamp opoulos and Mo eno-Gue e o (2023) ocused on
knowing he impac o a eading plan (unde s ood as a skill in he pe son) in a con ol and expe imen al g oup
wi h s uden s om di e en p ima y schools in Spain, in dimensions such as mo i a ion, emo ional in elligence,
showing a posi i e e ec in he imp o emen o hese dimensions in he s uden s in he expe imen al g oup.
High EI also has a a ou able impac on language de elopmen (Kou akou, 2018; Ros ampou & Ni oomand,
2013); speci ically, language lea ning, emo ional cha ac e is ics and cogni i e abili y a e bene icial o eading
comp ehension, in ospec ion, speaking and w i ing (Abdol ezapou & Ta akoli, 2012; A sha & Rahimi, 2016;
Asadollah am, Salimi & Pashazadeh, 2012; Chang, 2021; Mo allebzadeh, 2009). Mo eo e , as Aki (2006) s a ed, i
is impo an o language lea ne s o be emo ionally in elligen a he han academically in elligen . Simila ly,
Ni oomand e al. (2014) s udied he ela ionship be ween EI and mo i a ion among I anian uni e si y s uden s,
inding ha s uden s o English as a o eign language lea ne s plays a signi ican and de e mining ole in
expanding hei language skills. Howe e , his is in con as o s udies by Vali-Mohammadi and Baghe i (2011)
and Pishghadam (2009), which did no show a posi i e ela ionship be ween he wo a iables, EI and second
language lea ning as he esul s we e discussed. Along he same lines, he s udy ca ied ou on high school
s uden s by Nie o-Ca acedo, Gómez-Iñiguez, Tamayo and Iga ua (2024) indica ed ha emo ional in elligence
canno be di ec ly ela ed o academic pe o mance, al hough i can be ela ed h ough media ing ac o s.
Indi ec ly, emo ionally in elligen s uden s ha e highe le els o emo ional well-being, which p edic s be e
lea ning s a egies and, in u n, is associa ed wi h academic pe o mance. Also, Raza i, Omid, Rezaee and
Khalesi (2020) sugges ed in hei esea ch ha al hough he e was a signi ican posi i e co ela ion be ween EI
and mo i a ed s a egies, he e was an insigni ican poo co ela ion be ween EI and academic pe o mance bu a
signi ican posi i e co ela ion be ween mo i a ed s a egies.
In his way, i can be said ha lea ning mo i a ion is in luenced by s uden s’ EI, such ha he e is a posi i e
ela ionship be ween s uden s’ lea ning mo i a ion (Chang & Tsai, 2022), EI (Dubey, 2012), language
pe o mance (Hen e , 2014) and sel -e icacy (Be enson, Boyles & Wea e , 2008; CussóCalabuig, Fa an &
Bosch-Capblanch, 2018; Nonis & Fenne , 2012; Yokoyama, 2019). Thus, in gene al, all hese a iables in luence
s uden s’ academic pe o mance. Simila ly, a s udy by Al wij i e al. (2021) wi h Saudi A abian medical s uden s
ound a posi i e ela ionship be ween EI and academic success and ha bo h a e i al o inc easing academic
pe o mance.
Likewise, some s udies ha e ocused on he impac o EI in educa ion and how lea ning mo i a ion is ela ed o
s uden s’ EI (Dubey, 2012) and academic pe o mance (Ducha ele & Donche, 2019). Thus, s uden s’ lea ning
e ec i eness is ela ed o hei mo i a ion (Bain, McCallum, Bell, Coch an & Sawye , 2010). Achie ing good
lea ning ou comes is di icul wi hou mo i a ion (Tella, 2007). The e o e, he e ec i eness o s uden lea ning is
ela ed o s uden mo i a ion (Bain e al., 2010).
2.2. Mo i a ion, Academic Pe o mance and Lea ning
Nume ous de ini ions ela ed o mo i a ion and i s di e en o ms can be ound in he li e a u e (e.g., Leppe ,
1988; Pin ich & Ga cia, 1993; Ree e, 1994; Schunk & Meece, 2006; Williams & Bu den, 1999). Ou s udy
u ilises he de ini ion by Ga dne (1985); ha is, “mo i a ion is a combina ion o e o plus he desi e o achie e
a goal plus a ou able a i udes owa ds he goal o be achie ed”.
Thus, ollowing Ramí ez-Mauleón (2005), Rinuado, Chieche and Donolo (2003), and Rinuado, de la Ba e a and
Donolo (2006), when i comes o unde s anding he academic pe o mance o uni e si y s uden s, mo i a ion
mus be conside ed as a undamen al elemen , as i is highly ele an o he implemen a ion o lea ning
s a egies (Ma ínez & Galán, 2000). Ox o d (2003) de ined lea ning s a egies as “ope a ions employed by he
lea ne o assis in he acquisi ion, s o age, e ie al and use o in o ma ion, as well as speci ic ac ions aken by
he lea ne o make lea ning easie , as e , mo e enjoyable, mo e sel -di ec ed, mo e e ec i e and ans e able o
new si ua ions”.
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Ja amillo-Media illa, Basan es-And ade, Cabezas-González and Casillas-Ma ín (2024) highligh in hei
sys ema ic e iew ha augmen ed eali y enhances s uden mo i a ion by making lea ning expe iences mo e
in e ac i e and engaging. Simila ly, he s udy by Amo es-Valencia, Bu gos and B anch-Bedoya (2022)
demons a es how augmen ed eali y can acili a e ac i e and au onomous lea ning, pa icula ly in science and
ma hema ics. In line wi h his, Calle os and Gas elú (2024) sugges ha ac i e lea ning s a egies, such as
gami ica ion and lipped classes, can make lea ning esea ch me hodology mo e engaging and pa icipa o y.
Addi ionally, Pin o-San ube , B a o-Molina, O iz-Salgado, Jiménez-Gallegos and Faouzi-Nadim (2023) a gue
ha mo i a ion, sel - egula ion o lea ning, and digi al compe ence a e key a iables in luencing academic
pe o mance and he willingness o lea n in dis ance educa ion con ex s.
Building on hese pe spec i es, Acos a-Mejía, Velandia-Sac is án and Ma ínez-Ál a ez (2022) emphasizes he
c i ical ole o eache s’ pedagogical s a egies in de eloping compe encies o mo e c ea i e and e ec i e
lea ning. Fu he mo e, Valenzuela, Mi anda-Ossandon, Muñoz, P ech , del Valle and Ve gaño-Salaza (2024)
explo e how eaching p ac ices shape mo i a ion-o ien ed lea ning s a egies by in eg a ing heo ies such as
Sel -De e mina ion and Expec ancy-Value. Also, Libao, Sagun, Tamangan, Pa ali an, Dupa and Bau is a (2016)
analyze how a ious ypes o mo i a ion impac academic pe o mance in science lea ning, highligh ing
addi ional ac o s like sel -e icacy and con ol o lea ning belie s ha also signi ican ly in luence academic
ou comes.
On he o he hand, Pin ich (2000) de ined sel - egula ed lea ning as “an ac i e and cons uc i e p ocess by
which s uden s se goals o hei lea ning and hen a emp o moni o , egula e and con ol hei cogni ion,
mo i a ion and beha iou , guided and cons ained by hei goals and by he con ex ual cha ac e is ics o he
en i onmen ”. Thus, when app oaching lea ning, di e en ypes o lea ne s may eme ge: some will app oach
lea ning supe icially, some deeply and some s a egically (B own, 2004, as ci ed in Hasanzadeh &
Shahmohamadi, 2011). S uden s who only memo ise and ep oduce con en lea n supe icially; hose who
unde s and he subjec ma e and in eg a e he con en and unde s and i lea n deeply; and hose who manage
hei ime and wo k space e icien ly, and lea n s uc u ally (consequen ly achie ing be e esul s), lea n
s a egically. Fu he mo e, se e al s udies in he scien i ic li e a u e ha e shown he ela ionship posic i e
be ween lea ning, mo i a ion and eaching (Hall, Sampasi am, Muis & Ranellucci, 2016; Thomas & Mulle 2016).
In he pa icula case o shocking si ua ions such as he COVID-19 pandemic, whe e online cou ses had o be
aken and adap ed o, we no e as Chang and Tsai, (2022), in a s udy o Chinese uni e si y s uden s, ha s uden s
wi h highe EI a e likely o be mo e mo i a ed o lea n. Simila ly, du ing he online cou ses hese s uden s we e
able o eel he emo ions o o he s, impac ing hei sel -e icacy and indi ec ly in luencing hei academic
pe o mance.
2.3. Ins umen s: MSLQ and SSREI
The e a e a ious ools o s udying mo i a ion and i s ela ionship wi h lea ning. Fo example, Cas añeda (2004)
and Sabogal, Ba aza, He nández and Zapa a (2011) used he In en o y o Lea ning S yles and Mo i a ional
O ien a ion, which makes i possible o quickly and sys ema ically iden i y he sel -assessmen s ha seconda y- and
highe -educa ion s uden s make abou hei lea ning s yle and hei mo i a ional o ien a ion o s udy.
Pin ich (1988) applied he MSLQ, which in i s o iginal e sion consis ed o 81 i ems. This ques ionnai e was la e
modi ied (Pin ich & Ga cía, 1993), educed o 40 i ems, and called he Mo i a ion and Lea ning S a egies
Ques ionnai e – Sho Fo m (MSLQ-SF). Pin ich and Ga cía (1993) wan ed o examine he abili y o a iables
ela ed o he use o lea ning s a egies o explain he academic pe o mance o s uden s (Vásquez-Có do a, 2021),
and showed ha i is a eliable ins umen . Roces, Tou ón and González-To es (1995) adap ed he ques ionnai e o
he Spanish con ex unde he name Cues iona io de Es a egias de Ap endizaje y Mo i ación. The ins umen has
also been used by au ho s such as Cu ione and Hue as (2017), Duncan and McKeachie (2005), Dunn, Lo,
Mul enon and Su cli e (2012), Hilpe , S empien, an de Hoe en-K a and Husman (2013), Rado an (2010), and
Zu i a-O ega, Ma inez-Ma inez, Chacon-Cube os and Ubago-Jiménez (2019), among many o he s.
Bo h he SSREI (Sel -Repo Emo ional In elligence) and he MSLQ-SF ha e been used o in es iga e how
emo ional in elligence in luences mo i a ion and lea ning s a egies in educa ional se ings. Recen wo k has
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illus a ed ha EI, measu ed h ough ools such as he SSREI, in e ac s wi h he MSLQ-SF mo i a ion scales o
p edic academic ou comes Quílez-Rob es, Usán, Lozano-Blasco and Sala e a (2023).
In he same way, esea ch such as ha o Gomes and Schmid (2023) shows ha EI can enhance he applica ion o
lea ning s a egies and imp o e academic ou comes h ough ools like SSREI and MSLQ-SF.
3. Me hodology
In o de o achie e he s udy objec i es, a su ey was de eloped ocused on he quan i ica ion and sys ema ic
e iew o emo ional and mo i a ional ai s. Two alida ed ques ionnai es we e applied. The i s was MSLQ-SF
(Pin ich, 1991). This ques ionnai e consis s o wo pa s: (a) mo i a ion, which is u he di ided in o wo
mic o a iables, alue componen s and a ec i e componen s; and (b) lea ning s a egies, which is u he di ided
in o he mic o a iables cogni i e and me acogni i e s a egies, esou ce managemen s a egies and alue
componen s. The second ques ionnai e was he SSEIT (Schu e e al., 1998), which is based on Salo ey and
Maye s’ (1990) o iginal heo y o EI and consis s o a 33-i em sel - epo measu e o s uden s’ EI. The SSEIT
i ems u ilise a 5-poin Like scale. Fac o s iden i ied ia he SSEIT include pe cep ion o emo ions (PE),
managing emo ions in onesel (MES), managing emo ions o o he s and emo ion u ilisa ion (UE).
These ques ionnai es we e answe ed as men ioned abo e by s uden s om di e en b anches o he Facul y o
Economics and Business S udies and he Facul y o Ma ke ing and Managemen speci ied in Table 1. The
pa icipa ing popula ion a e s uden s o he Facul y o Economics and Business be ween 18 and 30 yea s old.
The class was p e iously in o med ha we we e going o ca y ou he ques ionnai e deeply.
A ypical quan i a i e desc ip i e me hodology s udy was ca ied ou wi h 402 s uden s (Málaga, Spain), om he
a o emen ioned acul ies, based on a su ey ca ied ou wi h hei s uden s.
We analysed he esul s ob ained o EI and mo i a ion on he one hand, and mo i a ion on he o he . In bo h
cases, Like - ype ques ionnai es (1 being he minimum sco e, 5 he maximum) we e used. These we e c ea ed
using su ey ools used on he uni e si y’s i ual campus (on line). P io o answe ing he ques ionnai e,
s uden s we e ins uc ed on he conside a ions o be aken in o accoun when answe ing he ques ionnai e. Da a
collec ion was ca ied ou du ing he i s ou -mon h pe iod o he academic yea 2021-2022, wi h he
ques ionnai es closing a he end o he yea 2022. The ime used o answe he ques ionnai es was simila o all
s uden s (a ound 35 minu es). Ques ionnai es we e anonymous.
Deg ee F equency % To al Accumula ed %
Business Adminis a ion and Managemen 113 28.11 28.11
Economics and Business Adminis a ion and Managemen 14 3.48 31.59
Finance, Accoun ing and Business Adminis a ion and Managemen 135 33.58 65.17
Economics 19 4.73 69.9
Finance and Accoun ing 100 24.88 94.78
Ma ke ing 21 5.22 100
To al 402 100 100
Table 1. Pa icipan s in each uni e si y deg ee
I ems Desc ip o s
1 I y o change he way I s udy o mee he equi emen s o he subjec and he eache ’s eaching s yle.
2 Con inued weekly eadings and assignmen s o he cou se
3 In a mid- e m exam I hink abou how poo ly I am doing compa ed o o he s.
4 I ela e wha I ead o class o wha I know.
5 When I s udy he eadings o his subjec I unde line he ma e ial o help me o ganise my hough s.
6 Gi en a heo y, in e p e a ion o conclusion I de e mine i s suppo in e idence (p oo , examples).
7 I I am con used abou wha I ead, I go back and y o so i ou
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I ems Desc ip o s
8 I usually s udy in a place whe e I can concen a e
9 I wo k ha d academically e en i I don’ like wha I do.
10 I p e e subjec ma e ial ha a ouses my cu iosi y e en i i is di icul .
11 I hink ha he subjec ma e ial is use ul o lea ning.
12 Be o e any assessmen I hink abou he consequences o ailu e
13 When s udying, he summa ised he main ideas, eadings and concep s o he class.
14 When I s udy o subjec s I e iew eadings and class no es looking o main ideas.
15 I y o hink h ough a opic and decide wha I am supposed o lea n.
16 I am gene ally in e es ed in he opics o he subjec s I am in e es ed in.
17 Be o e s udying new subjec ma e ial I o en e iew i o see how i is o ganised.
18 When s udying o classes I se goals o di ec my ac i i ies in each s udy pe iod.
19 The mos sa is ying hing o me in his subjec is o unde s and he con en as well as possible.
20 I a ely ind an hou o e iew my no es o eadings be o e he exam.
21 I eel an uneasiness ha dis u bs me when I ake an exam.
22 I y o unde s and he ma e ial in his class by making connec ions be ween he eadings and he concep s gi en in
he class.
23 When I s udy o he cou se I e iew my lec u e no es and make an ou line o he impo an concep s.
24 I y o ela e my ideas o wha I am lea ning in his subjec .
25 When s udying o his subjec I y o de e mine which concep s I don’ unde s and well.
26 I ind i di icul o adap o a s udy Schedule.
27 When cou se ma e ials a e bo ing and unin e es ing, I push mysel o inish hem.
28 Unde s anding he subjec ma e o his cou se is e y impo an o me.
29 I eel my hea bea ing as when I ake a es .
30 I y o apply ideas om subjec eadings in o he class oom ac i i ies such as p esen a ions and discussions.
31 Whene e I ead, hea o hea a s a emen o conclusion in his class I hink o possible al e na i es.
32 I ques ion mysel o make su e I unde s ood he ma e ial I ha e been s udying in his class.
33 I ha e a egula place o s udy.
34 In a class I like I p e e subjec ma e ial ha eally challenges me so I can lea n new hings.
35 I am e y in e es ed in he a ea o which his subjec belongs.
36 I use he cou se ma e ial as a s a ing poin and y o de elop my own ideas on i .
37 I he cou se ma e ials a e di icul o unde s and change he way you ead i .
38 I make good use o my s udy ime o his subjec .
39 When he subjec wo k is di icul , I gi e up and only s udy he easy s u .
40 I I ake messy no es in class, I make su e o so hem ou la e .
Table 2. Mo i a ion and Lea ning S a egies Ques ionnai e Sho Fo m - MSQF SF. Pin ich (1991)
Using Jamo i we p oceeded o calcula e he measu es o cen al endency, mean, mode and median, as well as
he s anda d de ia ion, skewness and ku osis o he a iable Emo ional In elligence (EI) in all i s dimensions
hese da a a e analysed in he esul s sec ion. Also, we ha e calcula ed wi h he same p ocedu e he measu es o
cen al endency, mean, mode and median o he a iable Mo i a ion (MO) and all i s dimensions, which a e
analysed in he esul s sec ion. In bo h cases we calcula ed he Shapi o-Wilk es .
The eliabili y, alidi y and es - e es eliabili y o bo h EI and MO we e analysed o de e mine he possibili y o
conduc ing a ac o analysis o bo h ca ego ies. Subsequen ly, an explo a o y ac o analysis was pe o med wi h
Va imax p incipal ex ac ion me hod using JAMOVI To assess he model i , he Chi-squa e indices we e used in
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ela ion o hei deg ees o eedom, RMSEA, SRMR, o bo h EI and MO TLI and CFI (Kaplan, 2009;
Ho migo, 2014; Shi, Maydeu-Oli a es & DiS e ano, 2018).
Dimension I ems
Assessmen o homewo k 20, 26, 39
Tes anxie y 3, 12, 21, 29
P epa a ion s a egies 4,5 22, 24, 25
O ganisa ional s a egies 13, 14, 23, 40
C i ical hinking 1, 6, 15
Sel - egula ion o me acogni ion 16, 30, 31, 32, 34, 35, 36
S udy ime and habi s 2, 18, 17, 18, 33, 38
Sel - egula ion o e o 7, 9, 11, 17, 19, 27, 28
In insic goal o ien a ion 10, 37
Table 3. Dimensions o Mo i a ion. Pin ich (1991)
I ems Desc ip ion o dimensions
1 I know when o speak abou my pe sonal p oblems o o he s.
2 When I am aced wi h obs acles, I emembe imes I aced simila obs acles and o e came hem
3 I expec ha I will do well on mos hings I y.
4 O he people ind i easy o con ide in me.
5 I ind i ha d o unde s and he non- e bal messages o o he people.
6 Some o he majo e en s o my li e ha e led me o e-e alua e wha is impo an and no impo an .
7 When my mood changes, I see new possibili ies.
8 Emo ions a e one o he hings ha make my li e wo h li ing.
9 I am awa e o my emo ions as I expe ience hem.
10 I expec good hings o happen.
11 I like o sha e my emo ions wi h o he s.
12 When I expe ience a posi i e emo ion, I know how o make i las .
13 I a ange e en s o he s enjoy.
14 I seek ou ac i i ies ha make me happy.
15 I am awa e o he non- e bal messages I send o o he s.
16 I p esen mysel in a way ha makes a good imp ession on o he s.
17 When I am in a posi i e mood, sol ing p oblems is easy o me.
18 By looking a hei acial exp essions, I ecognize he emo ions people a e expe iencing.
19 I know why my emo ions change.
20 When I am in a posi i e mood, I am able o come up wi h new ideas.
21 I ha e con ol o e my emo ions.
22 I easily ecognize my emo ions as I expe ience hem.
23 I mo i a e mysel by imagining a good ou come o asks I ake on.
24 I complimen o he s when hey ha e done some hing well.
25 I am awa e o he non- e bal messages o he people send.
26 When ano he pe son ells me abou an impo an e en in his o he li e, I almos eel as hough I ha e
expe ienced his e en mysel .
27 When I eel a change in emo ions, I end o come up wi h new ideas.
28 When I am aced wi h a challenge, I gi e up because I belie e I will ail.
29 I know wha o he people a e eeling jus by looking a hem.
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I ems Desc ip ion o dimensions
30 I help o he people eel be e when hey a e down.
31 I use good moods o help mysel keep ying in he ace o obs acles.
32 I can ell how people a e eeling by lis ening o he one o hei oice.
33 I is di icul o me o unde s and why people eel he way hey do.
Table 4. Emo ional In elligence I ems. Pin ich (1991)
Dimension I ems
Assessmen o my own emo ions (sel -assessmen o my emo ions) 9, 22
Valuing emo ions in o he s 5, 15, 18, 25, 29, 32, 33
Emo ional exp ession 1, 11
Emo ional sel - egula ion 2, 3, 12, 14, 23, 28, 31, 10
Emo ional egula ion o o he s 4, 13, 16, 24, 30
Using emo ions in p oblem sol ing 7, 17, 20, 27
Unca ego ized 6, 8, 19, 21, 26
Table 5. Dimensions o EI. Schu e e al. (1998)
We i s analysed he EI ques ionnai e and hen he mo i a ion ques ionnai e, and conduc ed eliabili y and
alidi y es s in o de o e i y whe he ac o analysis was app op ia e in bo h cases. The ins umen used o
ob ain he da a was he MSLQ-SF scale o Pin ich (1991) and he SSREI o Schu e (1998), gi en ha he aim
was o iden i y aspec s o EI and mo i a ion. Subsequen ly, explo a o y ac o analysis was ca ied ou wi h a
a imax p incipal ex ac ion me hod using JASP. To assess he model i , chi-squa e indices we e used in ela ion
o hei deg ees o eedom, RMSEA, SRMR, TLI and CFI (Ho migo, 2014; Kaplan, 2009; Shi e al., 2018).
4. Resul s
The esul s we e de e mined ia desc ip i e s a is ical analysis o he a iables o in e es . In pa allel, he la en
s uc u e o he measu emen was con i med h ough explo a o y ac o analysis. We hen calcula ed sco es o
he pa icipan s, acco ding o he scales analysed, by a e aging hei sco es on he i ems co esponding o hese
ac o s. The esul s ob ained made i possible o de e mine, in a desc ip i e way, he di e en esponse p o iles
o he esponden s, which e ealed a ange o a i udes wi h di e en equencies.
The C onbach’s alpha sco e o EI was 0.86, while he McDonald’s omega was 0.87, (Table 10 and Table 11).
Rega ding mo i a ion, he C onbach’s alpha was 0.90 and McDonald’s omega was 0.91. Ba le ’s es o sphe ici y
in bo h cases yielded a esul below 0.001.
Based on he app oach ou lined abo e, we conside ed he EI and mo i a ion o each, such ha a se ies o
ac o s o dimensions we e iden i ied and we e de e mined o be consis en wi h he esul s ga he ed in he
s udy. Figu e 1 de ails he dimensions es ablished.
Rega ding EI, he ac o s uc u e o he analysis was ex ac ed by means o p incipal componen analysis,
which in ol es a oiding any ini ial condi ional claim o achie e a ce ain numbe o ac o s. Bo h he
Kaise -Meye -Olkin (KMO) measu e o sampling adequacy (KMO = .778.5) and he esul o Ba le ’s es o
sphe ici y (Chi-squa e = 4192; gl = 528; p < .001) showed ha he s a emen s we e in e co ela ed and,
he e o e, ha ac o analysis was app op ia e. Va imax oblique o a ion was used, yielding a chi-squa e
a io/deg ees o eedom alue o 7.73. This can be conside ed o indica e accep able i , as do he i indices
RMSEA = 0.07 and SRMR = 0.09.
Rega ding mo i a ion, he ac o s uc u e o he analysis was again ex ac ed by means o p incipal componen
analysis. Bo h he KMO measu e o sampling adequacy (KMO = .688) and he esul o Ba le ’s es o
sphe ici y (Chi-squa e = 5218; gl = 496; p < .001) showed ha he s a emen s we e in e co ela ed and,
he e o e, ha ac o analysis was app op ia e. Va imax o a ion was again used, yielding a chi-squa e
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