Emotional intelligence of university teachers in students' academic performance: challenges of artificial intelligence
Abstract
The study focused on exploring the relationship between the level of emotional intelligence of university teachers with 146 participants and the academic performance of their students, using the TMMS (Trait Meta-Mood Scale) questionnaire to measure the dimensions of emotional intelligence: Attention, Clarity and Emotional Repair. A PCA with Varimax rotation was performed to identify the dimensions underlying the TMMS items. The TMMS items were clearly grouped into three components: Attention, Clarity, and Emotional Repair, demonstrating the validity and reliability of the questionnaire. Initially, the variables TMMS_ ATTENTION, TMMS_CLARITY, TMMS_REPAIR, CAREERS and SEX were considered in the linear regression model. Finally, TMMS_CLARITY, TMMS_REPAIR and Sex were eliminated as they did not contribute statistical significance to the model. A significant negative correlation was found between TMMS_ ATTENTION and the number of students in supplementary, indicating that teachers who pay less attention to their feelings tend to have more students with low performance. No significant relationships were found between the dimensions TMMS_CLARITY and TMMS_REPAIR and students' academic performance.
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