Emotional intelligence and academic performance: a review of their relationship in hybrid learning contexts

Abstract

Emotional intelligence (EI) has become a determining factor in understanding academic performance in higher education, as it influences self-regulation, motivation, and stress management. In Ecuador, the growth of hybrid learning —which combines face-to-face and online activities— raises the need to analyse how EI impacts students’ adaptation and performance in this context. The aim of this study was to explore the relationship between EI and academic performance in Ecuadorian higher education institutions implementing hybrid models. A sequential mixed-methods approach was employed. In the quantitative phase, 280 students from three Ecuadorian universities participated. EI was assessed using the WLEIS inventory, while performance was measured through grade point averages. Descriptive analyses, Pearson’s correlation, and linear regression were applied. In the qualitative phase, 10 semi-structured interviews were conducted with students and lecturers selected through purposive sampling. Thematic analysis allowed for a deeper understanding of perceptions and experiences related to EI in hybrid learning. The quantitative phase revealed a positive and significant correlation between EI and academic performance (r = 0.43; p < 0.01), highlighting the dimensions of self-regulation and use of emotions as predictors. Qualitatively, participants indicated that EI facilitates time management, technological adaptation, and motivation in hybrid environments. The findings confirm that EI constitutes a key resource for enhancing performance among Ecuadorian university students in hybrid education. It is suggested that institutions incorporate emotional training programmes and teaching support strategies to strengthen these competences.