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Study of emotional intelligence using the Bar-

on IQ inventory in students of the Faculty of

Philosophy

Estudio de la inteligencia emocional, empleando el

inventario de coeficiente intelectual Bar-on en

estudiantes de la Facultad de Filosofía

James Taramuel-Villacreces

Universidad Central del Ecuador, Quito, Ecuador

Facultad de Filosofía Letras y Ciencias de la Educación, Carrera de Pedagogía de las

Ciencias Experimentales Informática

jataramuel@uce.edu.ec

https://orcid.org/0000-0003-4515-3898

Hamilton Pérez-Narváez

Universidad Central del Ecuador, Quito, Ecuador

Facultad de Filosofía Letras y Ciencias de la Educación, Carrera de Pedagogía de las

Ciencias Experimentales Informática

hperez@uce.edu.ec

https://orcid.org/0000-0002-4496-2549

Yessenia Rosero-Celi

Instituto Superior Universitario Sucre, Quito, Ecuador

yrosero@tecnologicosucre.edu.ec

https://orcid.org/0000-0002-2980-3216

(Received on: 27/07/2023; Accepted on: 18/10/2023; Final version received on: 15/12/2024)

Suggested citation: Taramuel-Villacreces, J., Pérez-Narváez, H. y Rosero-Celi, Y. (2025).

Study of emotional intelligence using the Bar-on IQ inventory in students of the Faculty of

Philosophy. Revista Cátedra, 8(1), 39-58.

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Abstract

Higher education faces challenges in the integral formation of students in an environment

that demands emotional intelligence (EI) to manage complex situations. EI is essential for

developing interpersonal skills, adaptability and stress management, which are

fundamental for personal and professional success. Although research such as Thorndike's

and Gardner's have explored social and emotional intelligence, they have not proposed

specific methodologies to measure EI in the university context. This study adopts Bar-On's

multifactorial model of EI, which combines emotional and social skills to cope with

environmental pressures. Using a quantitative and descriptive approach, the Emotional

Quotient Inventory (EQ-i)-S was used to assess five key dimensions of EI in 177 students in

their last semesters at the Faculty of Philosophy of the Universidad Central del Ecuador,

aged 17 to 65 years, of both genders. The Cronbach's alpha coefficient of 0.75 indicates

acceptable reliability. The results showed variable levels of EI, with notable influence in the

social, academic and professional spheres. It is recommended to create spaces for analysis

between teachers and students to reflect on the results and work on problem areas. These

initiatives should focus on developing emotional self-awareness, self-regulation and other

interpersonal skills that strengthen the integral development of university students.

Keywords

Emotional intelligence, Bar-On model, emotional skills, EI measurement, holistic

development, stress management.

Resumen

La educación superior enfrenta desafíos en la formación integral de los estudiantes en un

entorno que exige inteligencia emocional (IE) para manejar situaciones complejas. La IE es

esencial para desarrollar habilidades interpersonales, adaptabilidad y manejo del estrés,

fundamentales para el éxito personal y profesional. Aunque investigaciones como las de

Thorndike y Gardner han explorado la inteligencia social y emocional, no han planteado

metodologías específicas para medir la IE en el contexto universitario. Este estudio adopta

el modelo multifactorial de IE de Bar-On, que combina habilidades emocionales y sociales

para enfrentar presiones ambientales. Con un enfoque cuantitativo y descriptivo, se utilizó

el Inventario de Cociente Emocional (EQ-i)-S para evaluar cinco dimensiones clave de la IE

en 177 estudiantes de últimos semestres de la Facultad de Filosofía de la Universidad

Central del Ecuador, con edades entre 17 y 65 años, de ambos géneros. El coeficiente alfa de

Cronbach de 0.75 indica una fiabilidad aceptable. Los resultados mostraron niveles

variables de IE, con influencia notable en los ámbitos social, académico y profesional. Se

recomienda crear espacios de análisis entre docentes y estudiantes para reflexionar sobre

los resultados y trabajar en las áreas problemáticas. Estas iniciativas deben centrarse en

desarrollar la autoconciencia emocional, la autorregulación y otras habilidades

interpersonales que fortalezcan el desarrollo integral de los estudiantes universitarios.

Palabras clave

Inteligencia emocional, modelo Bar-On, habilidades emocionales, medición de IE, desarrollo

integral, gestión del estrés.

1. Introduction

The formation of students in a complex and constantly changing world is a central concern

for psychologists, sociologists, pedagogues and philosophers involved in the field of

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education. In this context, emotional intelligence (EI) has become an essential tool for

integral development. EI enables individuals to effectively manage the demands and

pressures of the environment, facilitating their personal and professional adaptation.

According to Bar-On and Parker (2018) emotional intelligence is defined as the “set of

emotional, personal, and interpersonal skills that influence the ability to cope with

environmental demands and pressures” (p. 9). These skills are key to strengthening

students' adaptability, stress management, and interpersonal competencies. Given the

increasing complexity of the social and work environment, it is essential to study how

emotional intelligence can be effectively integrated into educational processes. This will

make it possible to design teaching strategies that respond to the comprehensive training

needs of students, preparing them to face the challenges of today's world.

For this study, the elements of emotional intelligence linked to coexistence and the

development of the self were considered as a common thread. These components facilitate

the understanding of social and emotional skills in the context of higher education. In

addition, they strengthen the integral formation of students by preparing them to face the

interpersonal and professional challenges of today's world. The integral formation of

students should encompass not only the cognitive and procedural sphere, but also the

attitudinal sphere, in which emotions play a fundamental role. Gardner (1995) emphasizes

that “emotions are essential in the educational process, since they influence how students

learn and relate to their environment” (p. 29).

In this sense, Bisquerra (2011) defines emotional competencies as “the set of knowledge,

abilities, skills and attitudes necessary to become aware of, understand, express and

appropriately regulate emotional phenomena” (p. 11). These competencies enable students

to effectively manage their emotional states and interactions with others, which is crucial

in a higher education context. Therefore, fostering emotional awareness and self-regulation

in students is essential to strengthen their integral development and prepare them to face

both personal and professional challenges.

The recognition and study of EI has a long history. Its origins date back to the 19th century

with the first studies on human emotions. Thorndike (1920) introduced the concept of

social intelligence, defining it as the ability to act wisely in human relationships. Decades

later, Gardner (1996), in his theory of multiple intelligences, distinguished between two

other types of intelligence relevant to the understanding of EI: interpersonal intelligence

and intrapersonal intelligence. Interpersonal intelligence refers to the ability to understand

and relate to other human beings, while intrapersonal intelligence implies a deep

understanding of one's own emotions and the ability to use that self-knowledge to function

effectively. Extremera and Fernández (2006) consider that it “refers to the understanding

of one's own emotional life, the ability to form an accurate and real model of oneself and to

be able to use that model to function effectively in life” (p. 6).

These studies have driven the development of empirical research that deepens the

understanding of emotional intelligence. Pérez (2005) emphasizes that these advances

“generate interest and the basis for many researchers to begin studies using instruments

designed for field research” (p. 79). The relevance of this work lies in its application to a

society that seeks high levels of efficiency and professional productivity, while promoting

emotional stability and personal well-being. Deepening the analysis of emotional

intelligence is fundamental to foster commitment and self-regulation in university students.

However, one of the challenges encountered was the scarcity of information at the national

level, which limited a more exhaustive comparison of the results.

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The article begins with a review of the literature that includes the fundamental authors as

well as those who carried out important current work, then considers methodological

aspects as well as the main findings that lead to conclusions about emotional intelligence at

a higher level within the study population.

2. Lterature review

The purpose of this study is to analyze emotional intelligence (EI) in five fundamental

dimensions: intrapersonal, interpersonal, adaptability, mood and stress management.

These dimensions encompass physical, cognitive and verbal aspects essential for the

integral development of individuals.

Understanding, controlling and transforming emotions is vital for daily performance.

Emotions are not simply internal and subjective processes; on the contrary, they are

expressed objectively and manifest themselves in social interactions. In particular, social

intelligence-also known as interpersonal intelligence-plays a crucial role in the ability to

establish empathy and effective relationships with others, especially in work environments.

Gardner (1993) proposed the following definition “involves the ability to understand

others: what motivates them, how they work, and how best to cooperate with them.

Professionals such as salespeople, politicians, teachers, doctors and religious leaders

usually possess a high degree of interpersonal intelligence (p. 43). In consideration of the

above, it is necessary to strengthen these emotional skills, not only to improve individual

well-being, but also to optimize performance in academic and professional contexts.

People who have developed this type of intelligence are characterized by their success in

the social and collaborative environment. They are empathetic individuals, capable of

understanding the behavior and emotions of others. This ability allows them to lead teams

effectively and become role models for others to follow and support. In addition, they have

the ability to regulate their emotional impulses and recognize the feelings of those around

them, which facilitates conflict resolution and the achievement of common goals.

Consequently, interpersonal intelligence promotes respectful and cordial treatment,

allowing people to adapt effectively to different environments and social contexts. Bar-On's

Emotional Intelligence model defines this intelligence as a set of non-cognitive capacities,

competencies and skills that influence the ability to successfully cope with the pressures

and demands of the environment. Within this model, components such as problem solving

and reality testing are included, which are more linked to personal and social competencies

than to purely emotional skills. Bar-On emphasizes that both his theoretical model and its

measurement tools are indicators of emotional and social competencies, thus providing an

estimate of social and emotional intelligence, rather than an exclusive definition of

emotional intelligence. For their part, Fernández and Ruiz (2008) consider that

The skills included in EI are a key factor in the appearance of disruptive

behaviors underlying an emotional deficit. It is logical to expect that

students with low levels of EI present higher levels of impulsivity and

poorer interpersonal and social skills, which favors the development of

various antisocial behaviors (p. 431).

These skills are crucial for individuals to adapt to different social environments. It is

recognized that emotional intelligence is as important as traditional intelligence measured

by IQ, as it incorporates aspects essential for self-awareness and understanding of one's

own and others' actions. The instrument developed by Bar-On is a multifactorial model that

measures five dimensions of emotional intelligence, created with the intention of

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establishing the level of satisfaction with human relationships in five sub-dimensions:

Intrapersonal, Interpersonal, Adaptability, Stress Management and Mood. Ugarriza and

Pajares (2005) state that:

In the intrapersonal area it is important to understand the emotional

states that a person experiences, in several occasions the human being is

not aware of his feelings, even if he is at a high level of maturity, that is to

say that he is not aware of them due to unconscious dynamics (p. 15).

For the adaptability dimension, the need for the correct use of vocabulary and appropriate

verbal expression that are common within the culture in which the individual develops is

mentioned; this is linked to the ability to demonstrate a social role that is capable of

resisting stress, that regulates avoidant behavior and above all that reduces the intensity or

duration of emotions. The state of mind is generally responsible for achieving the emotional

capacity for self-efficacy: the individual perceives him/herself in the way he/she truly wants

to feel. This is called emotional self-efficacy, i.e. accepting unique and singular emotional

experiences that are conventionally linked to the person's beliefs about what constitutes a

desired emotional balance.

It is common to observe inadequate attitudes in people who are preparing to practice

professionally, therefore, it is necessary that these individuals in the process of training

generate the possibility of rationalizing and improving their emotional conditions. With this

awareness and management of emotions they will achieve a better performance in the

personal, social and professional spheres.

3. Methodology

The present study is framed within a quantitative approach, the objective of which is to

identify in a measurable manner the dimensions proposed by the instrument used. A non-

experimental design was used, since the aim was to observe and analyze the variables

without intervening or manipulating them. This choice was appropriate because the study

focused on describing the emotional conditions of university students in their natural

environment (Field, 2013). The study population consisted of 177 university students in

their seventh, eighth and ninth semesters of the Faculty of Philosophy at the Universidad

Central del Ecuador. The sample comprised individuals aged between 17 and 65 years, of

which 119 were women and 58 were men. The EQ-i-S instrument (Emotional Quotient

Inventory - Short Form), a tool widely validated in the field of educational psychology (Bar-

On, 1997), was used for data collection. This instrument assesses emotional competencies

through several dimensions, such as emotional self-awareness, impulse control and

interpersonal skills. The EQ-i-S consists of 51 items that are answered on a Likert-type scale,

allowing an accurate measurement of participants' emotional intelligence (Bar-On & Parker,

2018).

The application of the instrument was conducted in an academic setting during previously

scheduled sessions. Participants took the EQ-i-S face-to-face, lasting approximately 30

minutes per session. Prior to the application, a brief explanation of the purpose of the study

was provided and instructions for completing the questionnaire were clarified. The ethical

principles of research were strictly respected. Informed consent was requested from all

participants, guaranteeing their voluntary participation and the right to withdraw at any

time. Likewise, data confidentiality was ensured and measures were taken to protect

students' privacy (American Psychological Association, 2017).

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Data analysis was performed with SPSS (Statistical Package for the Social Sciences) software

(Field, 2013). Descriptive techniques, such as measures of central tendency (mean, median

and mode) and percentage analysis were applied to characterize the results obtained. In

addition, the reliability of the instrument was evaluated using Cronbach's alpha coefficient,

ensuring the internal consistency of the EQ-i-S (Cronbach, 1951). The results of the analysis

made it possible to draw well-founded conclusions about the emotional state of the

students.

3.1. Instrument

To establish the reliability of the instrument, it was first applied globally and then by specific

dimensions. As for the calculation of Cronbach's alpha, an average value of 0.75 was

obtained, indicating acceptable reliability. The reliability analysis was carried out both for

the instrument as a whole and for each of its dimensions individually. The dimensions

evaluated are subdivided as follows:

 intrapersonal dimension: includes the subscales of emotional self-awareness,

assertiveness, self-concept, self-actualization and independence.

 Interpersonal dimension: includes the subscales of empathy, interpersonal

relationships and social responsibility.

 Adaptability dimension: includes the subscales of problem solving, reality appraisal

and flexibility.

 Stress management dimension: includes the subscales of stress tolerance and

impulse control.

 General mood dimension: includes the happiness and optimism subscales (Bar-On,

2006, pp. 4-5).).

The instrument used, the Bar-On Emotional Quotient Inventory (Bar-On EQ-i), is composed

of a scale with five response options: 1 = Never; 2 = Almost never; 3 = Sometimes; 4 = Almost

always; 5 = Always. In addition, the instrument was applied in [face-to-face/virtual,

individual/group] modality, and clear instructions were provided to the participants prior

to administration, which ensured a correct understanding of the purpose and procedure.

4. Results

This section presents the interpretation of the results obtained from the instrument applied

to university students. The results are presented in the form of frequency in each of the

options of the instrument's own scale. Subsequently, the interpretations related to the data

in the table were made. Table 1 presents the results of the grouped items of the

Interpersonal Dimension. In summary, it is identified that most people are not able to

control their anger; there is a significant number who show that they sometimes control

their anger, i.e. there is little management of their emotions.

Intrapersonal dimension

NEVER

ALMOST

NEVER

SOME

TIMES

ALMOST

ALWAYS

ALWAY

S

It's a problem

controlling my

anger.

NEVER

0

4

15

1

0

ALMOST

NEVER

2

1

51

1

0

SOMETI

MES

1

3

64

3

0

45

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ALMOST

ALWAYS

1

14

1

0

ALWAYS

0

9

5

0

It's a problem

controlling my

anger.

NEVER

0

1

3

0

ALMOST

NEVER

1

6

0

SOMETI

MES

0

4

47

1

0

ALMOST

ALWAYS

1

3

69

2

0

ALWAYS

1

0

27

8

0

I don't do bad

things in my life.

NEVER

0

2

12

0

ALMOST

NEVER

0

3

45

0

SOMETI

MES

2

4

47

6

0

ALMOST

ALWAYS

1

0

40

3

0

ALWAYS

0

8

2

0

I am unable to

understand how

other people feel.

NEVER

1

2

19

4

0

ALMOST

NEVER

1

7

60

0

SOMETI

MES

1

0

44

0

ALMOST

ALWAYS

0

25

5

0

ALWAYS

0

3

2

0

My friends can tell

me intimate

things about

themselves.

NUNCA

0

CASI

NUNCA

0

4

0

A VECES

1

4

16

0

CASI

SIEMPRE

0

2

46

4

0

SIEMPRE

1

3

85

7

0

It's hard for me to

enjoy life.

NUNCA

1

6

55

2

0

CASI

NUNCA

0

2

53

1

0

A VECES

0

1

23

2

0

CASI

SIEMPRE

0

16

3

0

SIEMPRE

1

0

4

3

0

When I face a

problem, the first

thing I do is stop

and think..

NEVER

0

1

0

ALMOST

NEVER

0

2

15

0

SOMETI

MES

0

5

44

1

0

ALMOST

ALWAYS

1

57

4

0

ALWAYS

1

34

6

0

NEVER

0

4

11

0

46

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I don't have bad

days.

ALMOST

NEVER

0

3

35

1

0

SOMETI

MES

1

2

81

6

0

ALMOST

ALWAYS

0

18

2

0

ALWAYS

1

0

6

2

0

When I try to

solve a problem, I

analyze each

possibility and

then decide the

best way out.

NEVER

0

ALMOST

NEVER

0

8

0

SOMETI

MES

1

6

38

0

ALMOST

ALWAYS

1

69

5

0

ALWAYS

0

2

36

6

0

I am able to

respect others.

NEVER

0

3

0

ALMOST

NEVER

0

3

4

0

SOMETI

MES

0

2

11

0

ALMOST

ALWAYS

1

44

2

0

ALWAYS

1

3

89

9

0

I am sensitive to

the feelings of

others.

NEVER

0

3

0

ALMOST

NEVER

1

4

11

0

SOMETI

MES

0

4

38

0

ALMOST

ALWAYS

0

59

0

ALWAYS

0

1

39

11

0

I have good

relationships

with others.

NEVER

0

ALMOST

NEVER

0

2

0

SOMETI

MES

0

2

22

0

ALMOST

ALWAYS

1

4

81

5

0

ALWAYS

0

3

45

6

0

Before I start

something new, I

usually feel like

I'm going to fail.

NEVER

0

5

47

2

0

ALMOST

NEVER

0

2

56

1

0

SOMETI

MES

1

2

34

3

0

ALMOST

ALWAYS

0

6

2

0

ALWAYS

0

6

3

0

Table 1. Results of the intrapersonal dimension, block 1

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The vast majority of people state that they face difficulties and problems step by step. One

of the factors that intervene to act in this way is the security they have in them on how to

solve such problem, while a low percentage mentions that it is difficult for them to face the

problems they face. A large percentage of those surveyed say that they make good decisions

in their lives, which means that they have formed criteria that allows them to be clear about

what they want, while a small number do not know how to make decisions, or they make

them at that moment without considering the consequences.

Regarding empathy, they show a scarce development between sometimes and almost never,

which expresses a difficulty to consider the feelings and way of thinking of the rest of the

people. Regarding the trust that their friends can have in them, the respondents say they

consider themselves trustworthy in a high percentage and very few express the opposite.

For the majority of respondents, it seems easy for them to enjoy life, understood as the

ability to feel happy, only a minimum percentage responds that it is difficult for them to feel

that way continuously.

With respect to thinking about a problem, there is a significant number who say that they

always or almost always do so; this percentage is higher than those who say sometimes or

almost never. When questioned about the way they act to solve a problem, most of the

students say that they analyze and make decisions, while a low percentage do it sometimes

or almost never. It can be considered that most of them use critical and reflective thinking

when faced with a problem. When asked about respect for other people, most of them say

that they do, while very few consider that they do it sometimes or never, so it can be

considered that the practice of this value is present among the students. When asked about

sensitivity to the feelings of others, the majority expressed that they always or almost

always do so, and a minimum percentage stated that they sometimes, almost never or never

pay attention to the feelings of others.

In reference to the relationships they have with others, the majority of those interviewed

say that they have good relationships and a small percentage say that they do not. In a world

where actions such as communication and collaboration are considered important factors

in work and daily activities, personal relationships are highly valued in the workplace. The

feeling of failure before starting an activity is not a feeling present in most of the

interviewees; very few of them say that they usually feel frustrated. Table 2 shows the

grouped results of the items related to the Interpersonal Dimension. Regarding decision

making, the majority almost always feel confident in the decisions they make and a minority

express feeling insecure.

Interpersonal dimension

NEVE

R

ALMOS

T

NEVER

SOMETIME

S

ALMOST

ALWAYS

I feel

confident in

my

decisions.

NEVER

0

ALMOST

NEVER

0

1

5

1

0

SOMETIME

S

0

21

7

0

ALMOST

ALWAYS

0

43

47

0

ALWAYS

0

10

38

1

NEVER

0

1

0

48

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I think I can

handle

difficult

situations.

ALMOST

NEVER

0

5

0

SOMETIME

S

0

1

33

16

0

ALMOST

ALWAYS

0

40

55

0

ALWAYS

0

22

1

When I'm

faced with

difficult

situations, I

like to

gather as

much

information

as I can

about them.

NEVER

0

ALMOST

NEVER

0

1

10

3

0

SOMETIME

S

0

32

18

0

ALMOST

ALWAYS

0

30

32

0

ALWAYS

0

6

40

1

I am an

optimist in

most things

I do..

NEVER

0

ALMOST

NEVER

0

1

2

0

SOMETIME

S

0

15

4

0

ALMOST

ALWAYS

0

52

36

0

ALWAYS

0

10

53

1

I like to

have an

overview of

problems

before

trying to

solve them.

NEVER

0

2

1

0

ALMOST

NEVER

0

1

2

3

0

SOMETIME

S

0

28

5

0

ALMOST

ALWAYS

0

39

47

0

ALWAYS

0

8

37

1

I have not

broken any

law of any

kind.

NEVER

0

1

31

24

0

ALMOST

NEVER

0

22

24

0

SOMETIME

S

0

16

0

ALMOST

ALWAYS

0

4

18

0

ALWAYS

0

4

11

1

I am

satisfied

with my

life.

NEVER

0

3

1

0

ALMOST

NEVER

0

4

0

SOMETIME

S

0

1

17

7

0

ALMOST

ALWAYS

0

30

24

0

ALWAYS

0

24

61

1

NEVER

0

18

27

1

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I'm

depressed

ALMOST

NEVER

0

28

35

0

SOMETIME

S

0

1

16

20

0

ALMOST

ALWAYS

0

10

5

0

ALWAYS

0

4

5

0

I generally

hope that

things will

turn out

well,

despite the

setbacks

that arise

from time

to time.

NEVER

0

ALMOST

NEVER

0

1

0

SOMETIME

S

0

1

30

5

0

ALMOST

ALWAYS

0

32

41

0

ALWAYS

0

13

46

1

I believe in

my ability

to handle

the most

difficult

problems.

NEVER

0

1

0

ALMOST

NEVER

0

1

6

0

SOMETIME

S

0

27

9

0

ALMOST

ALWAYS

0

31

38

0

ALWAYS

0

9

46

1

It is difficult

for me to

fight for my

rights.

NEVER

0

18

26

0

ALMOST

NEVER

0

19

24

0

SOMETIME

S

0

1

24

18

0

ALMOST

ALWAYS

0

13

19

1

ALWAYS

0

1

6

0

Table 2. Intrapersonal dimension results, Block 2

Regarding how they deal with difficult situations, there is no clear majority, however, it can

be established that a significant number of students always or sometimes gather

information before making a decision. A significant majority consider themselves to be

optimistic about things they do almost always, followed by those who sometimes think so.

There is a small number of students who say the opposite. The respondents report that they

like to have an overview of the problem before solving it, mostly always or almost always,

and a small number say that they never or almost never. The result expresses the

importance given to knowing about an issue before looking for a solution, an element that

expresses that they avoid acting without reflection.

Regarding the question about having broken the law, a minority say they have not done so,

that is, a high number of students recognize having broken the rules in some way at some

point. Regarding satisfaction with their life, a significant number of respondents are located

between always and sometimes, which can be understood as high levels of satisfaction.

While there is a small number of those who say they do not feel good about the life they

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have. Respondents to the question whether they are depressed show diverse answers

without reflecting a majority percentage, which would suggest that it is not a common

feeling among students or they cannot recognize it. The positive view of the activities that

students do is mainly distributed between almost always and sometimes, with those who

say they do not have it corresponding to a small number.

When asked about the ability to handle the most difficult problems, the majority say that

they almost always manage to do so and there are no students who say they cannot handle

them. It is evident that for the majority of people surveyed, close relationships always mean

a lot, this is demonstrated by the majority answers that are between almost always and

sometimes, with minority answers being never and sometimes. When asked about it being

difficult to fight for their rights, the answers are between sometimes, almost never and

never. Accordingly, it can be considered that students are willing to a large extent to

complain when they consider their rights affected.

Table 3 shows the grouped data of the adaptability dimension. When asked if their

impulsiveness creates problems, the majority said sometimes, followed by almost never.

Adaptability dimension

NEVER

ALMOST

NEVER

SOME

TIMES

ALMOST

ALWAYS

My

impulsiveness

creates

problems for

me.

NEVER

1

20

10

1

0

ALMOST

NEVER

0

17

27

2

0

SOMETIMES

0

4

57

9

0

ALMOST

ALWAYS

0

6

7

0

ALWAYS

0

1

11

2

I feel that it is

difficult for

me to control

my anxiety.

NEVER

1

20

12

1

0

ALMOST

NEVER

0

16

32

2

0

SOMETIMES

0

3

44

12

0

ALMOST

ALWAYS

0

11

9

2

ALWAYS

0

2

0

6

0

I tend to

explode with

anger easily.

NEVER

1

19

7

0

ALMOST

NEVER

0

19

22

1

0

SOMETIMES

0

3

46

5

0

ALMOST

ALWAYS

0

20

13

0

ALWAYS

0

4

11

2

I have strong

impulses that

are difficult to

control.

NEVER

1

22

12

0

ALMOST

NEVER

0

16

36

1

0

SOMETIMES

0

2

45

14

0

ALMOST

ALWAYS

0

1

4

8

1

ALWAYS

0

2

7

1

My close

relationships

NEVER

0

1

2

1

0

ALMOST

NEVER

0

1

2

1

0

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mean a lot to

me and my

friends.

SOMETIMES

0

8

16

3

0

ALMOST

ALWAYS

0

11

33

11

1

ALWAYS

1

20

46

14

1

I am

impulsive.

NEVER

1

23

5

0

ALMOST

NEVER

0

12

21

1

0

SOMETIMES

0

5

55

5

0

ALMOST

ALWAYS

0

1

17

0

ALWAYS

0

1

7

2

I have a bad

temper.

NEVER

1

10

3

1

0

ALMOST

NEVER

0

20

26

0

SOMETIMES

0

10

46

10

0

ALMOST

ALWAYS

0

18

11

0

ALWAYS

0

1

6

8

2

I am

impatient.

NEVER

1

10

3

0

ALMOST

NEVER

0

21

18

1

0

SOMETIMES

0

7

53

9

0

ALMOST

ALWAYS

0

2

18

12

0

ALWAYS

0

1

4

8

2

It is hard for

me to describe

my feelings.

NEVER

1

4

10

4

0

ALMOST

NEVER

0

18

16

1

0

SOMETIMES

0

9

34

11

1

ALMOST

ALWAYS

0

10

33

9

1

ALWAYS

0

3

5

0

Table 3. Adaptability dimension results

When asked about the difficulty in controlling anxiety, students mostly give answers that

are sometimes, almost never, and never. According to what they say, a high percentage of

them consider that they can control their anxiety adequately. When asked about anger

management, the interviewees mainly say that they can control it sometimes, so according

to their answers they say that they cannot always control themselves in moments when

emotions can lead them to angry situations.

When asked how often they have impulses that are difficult to control, the interviewees say

that they say sometimes and almost never in high percentages, while those who say they

have them always or never are few. Considering the answers, it can be said that there is no

trend that shows problems in this regard. Regarding personal relationships, the majority of

those who answer always and almost always consider their friendships very important,

followed by sometimes and in a minimum percentage those who indicate almost never or

never. According to the answers, it is evident that they value friendships very much. They

consider impulsiveness as part of their personality, the majority saying that they are

sometimes, followed by those who say that they are almost never. A minority of informants

say that they are always or almost always. In this sense, it is not possible to determine a

predominant tendency among the students. The so-called bad temper that expresses a

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mood that shows changes in state and resistance to supposed threats, according to the

interviewees, the majority says that they are sometimes and almost never. Therefore, it

could be determined that the majority considers that they do not have difficulties with their

character.

Regarding impatience, the majority percentage indicates that they are sometimes, followed

by almost always and almost never in the same amount, so it can be considered that it is not

a present or constant element in the students. In reference to being able to describe their

feelings, the informants are mostly located between almost always and sometimes, so it can

be considered a somewhat common situation among the students, being able to express

them, while there are few who consider that they cannot talk about them. Regarding the

Mood Dimension, in Table 4 you can see the summary data of the items corresponding to

the mentioned dimension.

Mood

NEVER

ALMOST

NEVER

SOMETIMES

ALMOST

ALWAYS

I am a very

happy person.

NEVER

0

ALMOST

NEVER

0

2

1

0

SOMETI-

MES

0

2

20

8

0

ALMOST

ALWAYS

0

43

50

2

ALWAYS

0

11

34

4

I am good at

understanding

how others

feel.

NEVER

0

1

0

ALMOST

NEVER

0

7

1

0

SOMETI-

MES

0

1

31

26

0

ALMOST

ALWAYS

0

28

49

1

ALWAYS

0

5

17

5

I have never

told a lie in my

life.

NEVER

0

21

10

0

ALMOST

NEVER

0

1

14

11

0

SOMETI-

MES

0

1

29

54

3

ALMOST

ALWAYS

0

7

11

2

ALWAYS

0

7

1

I am concerned

about what

happens to

other people.

NEVER

0

1

2

0

NEVER

0

10

3

0

ALMOST

NEVER

0

1

27

13

0

SOMETI

MES

0

24

45

0

ALMOST

ALWAYS

0

8

30

6

I don't feel

ashamed of

NEVER

0

1

12

6

0

ALMOST

NEVER

0

23

0

SOMETI-

0

1

20

22

0

53

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anything I've

done.

MES

ALMOST

ALWAYS

0

14

29

2

ALWAYS

0

2

13

4

To handle the

situations that

come my way, I

try to think of

as many

possibilities as

I can.

NEVER

0

1

0

ALMOST

NEVER

0

1

4

1

0

SOMETI-

MES

0

1

30

13

0

ALMOST

ALWAYS

0

26

44

2

ALWAYS

0

9

35

4

Table 4. Mood dimension results

On the question of whether they consider themselves to be commonly cheerful, most of the

informants say that this is almost always the case, followed by a significant percentage who

say that they are always cheerful. There are no opinions indicating that they do not show

joy, so it can be considered that most of them have a positive perception of themselves. In

reference to empathy with other people, most of the interviewees are located between

almost always and sometimes, so it can be considered that most of them consider that they

understand the feelings of others and there are few who say they cannot understand others.

Regarding lies and considering never having told them, the majority is located in sometimes

followed by almost never and never, so it could be considered that the interviewees express

to be trustworthy people who do not resort to lies. About being concerned about what

happens to others, the majority of respondents answer almost always and always in

significant percentages, so it can be considered that most of them are interested in what

happens to the people around them. Regarding feeling ashamed for something they have

done, there are different answers, the most important being: almost always, sometimes and

almost never, so it can be said that there is no marked tendency in this regard. Regarding

having a divergent way of thinking that allows them to find multiple answers to problems,

the answers of almost always, always and sometimes show important percentages. This

leads us to consider that most students do seek to use divergent thinking when faced with

difficulties.

Table 5 shows the responses when asked about supporting other people. The answers of

the interviewees are mostly between almost always and always, so it can be established that

almost all the students are predisposed to help others.

Stress management

NEV

ER

ALMOST

NEVER

SOMEI

MES

ALMOST

ALWAYS

ALWAY

S

I like to help

people.

NEVER

0

1

0

ALMOST

NEVER

0

1

0

SOMETIMES

0

4

14

0

ALMOST

ALWAYS

0

11

65

4

0

ALWAYS

0

10

56

10

1

I prefer others to

make decisions for

me.

NEVER

0

22

65

3

0

ALMOST

NEVER

0

3

43

5

0

54

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SOMETIMES

0

22

5

0

ALMOST

ALWAYS

0

4

1

0

ALWAYS

0

1

0

1

I try to see things as

they really are,

without fantasies

or daydreams.

NEVER

0

2

1

0

ALMOST

NEVER

0

1

8

0

SOMETIMES

0

7

34

2

0

ALMOST

ALWAYS

0

5

47

5

0

ALWAYS

0

10

44

7

1

Nothing bothers

me.

NEVER

0

3

4

0

ALMOST

NEVER

0

11

26

1

0

SOMETIMES

0

7

74

4

0

ALMOST

ALWAYS

0

3

25

7

1

ALWAYS

0

1

5

2

0

In recent years I

have finished few

things.

NEVER

0

5

4

0

ALMOST

NEVER

0

11

26

0

SOMETIMES

0

5

60

3

0

ALMOST

ALWAYS

0

3

34

5

0

ALWAYS

0

1

9

6

1

It's hard for me to

make decisions for

myself.

NEVER

0

19

43

0

ALMOST

NEVER

0

4

52

2

0

SOMETIMES

0

1

26

5

0

ALMOST

ALWAYS

0

12

5

0

ALWAYS

0

1

0

2

1

It is difficult for me

to express my

inner feelings.

NEVER

0

9

14

0

ALMOST

NEVER

0

6

25

0

SOMETIMES

0

9

50

2

0

ALMOST

ALWAYS

0

1

33

5

1

ALWAYS

0

11

7

0

I am more of a

follower than a

leader.

NEVER

0

14

10

0

ALMOST

NEVER

0

6

42

2

0

SOMETIMES

0

4

53

4

1

ALMOST

ALWAYS

0

1

20

6

0

ALWAYS

0

6

2

0

Others think I lack

assertiveness.

NEVER

0

14

22

3

0

ALMOST

NEVER

0

9

47

4

0

SOMETIMES

0

2

42

2

0

55

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ALMOST

ALWAYS

0

16

4

0

ALWAYS

0

3

1

Table 5. Stress management dimension results

In reference to allowing others to make decisions, the majority percentages are between

almost never and never, while a small number say they allow it. Therefore, it can be said

that students make their own decisions, which shows a trait of maturity in accordance with

emotional intelligence. In relation to the attempt to appreciate the truth, the answers are

mostly between always, almost always and sometimes. While very few do it never or almost

never. This makes it possible to establish that many of the interviewees consider the facts

as they appreciate them.

Regarding remaining unperturbed in the face of different situations, the majority indicate

that it sometimes happens, followed by important percentages in almost always and almost

never. This allows us to consider that the students are not located at extreme points of

insensitivity or affectation in the face of external situations. Regarding the completion of

programmed activities, the majority express that sometimes. Afterwards, they say almost

always followed by sometimes; therefore, it can be said that it is not common for students

to complete all the activities until they finish them. With regard to making decisions with

difficulty, the majority of students state that it is almost never difficult, followed by those

who say that they never have problems, so it can be said that most students do not consider

decision making to be a problem.

On expressing the difficulty of expressing feelings, the interviewees indicate that

sometimes, followed by almost always and almost never. The answers allow us to establish

that there are no extreme positions in reference to communicating what they feel.

Regarding considering themselves more of a follower than a leader, the majority of

respondents said sometimes, followed by almost never. According to the responses, it can

be considered that they do not consider themselves leaders on a continuous basis. When

questioned about how they are considered by others in reference to their assertiveness,

they mostly mention that they almost never appreciate it, followed by sometimes and never,

which leads us to consider that the perception they have of themselves is that they are a

person who expresses their ideas without the intention of bothering or hurting others.

5. Discussion

The inventory used for the assessment of the emotional state of university students aims to

reach a technical and objective measurement on the recognition of the emotions of human

beings in an educational context. Considering that self-motivation is important, to the extent

that it helps us to achieve personal goals and objectives, so that people feel satisfied with

their own achievements and life plan.

Recognizing one's own emotions, appreciation of defects and weaknesses, implies an

awareness that leads to expressing them or not, depending on who is present at the time

they occur. Observing the responses to the item: I am able to express my emotions to others,

we can find high results corresponding to almost never, that is, people are concerned about

showing emotions to others, an attitude that can be considered frequent among students.

Self-motivation is an emotional tendency that facilitates the achievement of goals, such as

achievement motivation, confidence in personal abilities, commitment, promptness,

initiative and optimism. In the surveyed population, the item “I am satisfied with my life”

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projects a positive result, as almost half of the participants claim to be always satisfied. This

suggests that most people present a positive state of mind.

Also, interesting results are observed, such as that the majority of the population is able to

perceive the emotions of others, considering it easier to understand other people than

themselves. In addition, it was evidenced that most of the respondents affirm that they

almost never feel depressed. This is relevant, since depression is a state of deep sadness,

low self-esteem and decay that can lead to isolation and various problems, which is why, in

many cases, professional support is required. In general, most of the participants maintain

a positive outlook, despite the adverse circumstances they may face.

Regarding impulsivity, a high percentage of respondents indicate that their impulsivity has

generated problematic situations that, at times, they are unable to cope with. However, a

low percentage claims to be able to control their impulsivity and thus avoid problems. This

suggests that there is a significant percentage of students who are able to control their

impulses. Finally, it is observed that a high percentage of the participants state that they

have mastered the difficult situations they face and face them with maturity, while a lower

percentage assures that they are unable to handle such situations.

6. Conclusion

It is essential that students develop skills related to emotional intelligence, which will allow

them to manage and transform their emotions and feelings effectively. These changes can

be achieved through the implementation of contents and disciplines specialized in the study

of emotions within the curricula of faculty careers. In this sense, Beteta et al. (2020)

highlight that “there are 25 publications detailing the importance and benefits of emotional

intelligence for both teachers and students at different educational levels” (p. 106), which

supports the proposal to include it in the initial training of teachers.

Likewise, it is necessary for students and future education professionals to foster healthy

social relationships, which will help them to identify their emotional state in relation to

others and to generate positive affective bonds. These bonds can prevent

misunderstandings, disclosure of private information, and conflicts within the educational

community. Paz and Rosales (2023) agree with the findings when they conclude “we were

able to prove that job performance and success have a deep-rooted relationship between

them and emotional intelligence” (p. 10).

In terms of adaptability, it is crucial to develop practices that allow students to identify and

address problematic situations. Critical and reflective reasoning are key tools in this

process, they allow understanding the causes and consequences of emotions and negative

feelings generated by stimuli in the social environment. In addition, it is important to specify

how these emotional skills would be integrated in a practical way in the curricula,

contributing to a comprehensive training of future teachers. In relation to the management

of anxiety and stress, it has been observed that students in pre-professional practice

experience high levels of anxiety, which can lead to conditions that are difficult to manage.

However, these negative effects could be mitigated by raising awareness of the emotional

factors that cause them. With a greater understanding of these emotions, students could

lead a calmer and stress-free life, improving their quality of life.

Finally, decision making should be integrative, taking into account not only one's own

behavior and state of mind, but also the attitudes and emotions of the people with whom

one interacts. This would contribute to improve interpersonal relationships, promoting

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dialogue, empathy and agreements. The results obtained indicate that students generally

feel satisfied with the daily situations they face, and although depression is not part of their

daily lives, they maintain a cheerful mood despite internal challenges. In summary, the

development of emotional intelligence can improve both students' academic performance

and their interactions with peers and teachers, so it is crucial to work on this aspect, as well

as on the cognitive and procedural areas, during the training of future teachers.

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Authors

JAMES TARAMUEL-VILLACRESES obtained a Bachelor's degree in Educational Sciences

with a major in Design and Drawing from the Universidad Central del Ecuador.

Subsequently, he obtained a Master's degree in Educational Research at the same institution

and completed his PhD in Educational Research at the University of Alicante, Spain.

He is currently a professor at the Universidad Central del Ecuador. His academic career has

focused on higher education, educational research, curriculum planning and educational

evaluation.

HAMILTON PÉREZ-NARVÁEZ has a Bachelor's degree in Education Sciences, specializing

in Computer Science, with postgraduate studies as a Specialist in Virtual Learning

Environments, Master in Higher Education and Doctor in Educational Research from the

University of Alicante.

He is currently a professor at the Universidad Central del Ecuador.

YESSENIA ROSERO-CELI obtained her Master's degree in Education, mention in Innovation

and Leadership, Bachelor of Science in Education, mention in multilingual from the Central

University of Ecuador in 2014.

She is currently an English teacher at the Instituto Superior Universitario Sucre.

Statement of Authorship-CrediT

JAMES TARAMUEL-VILLACRES: related concepts, data analysis, organization and

integration of collected data, conclusions.

HAMILTON PÉREZ-NARVÁEZ: summary, state of the art, related concepts, methodology,

validation, data analysis and conclusions.

YESSENIA ROSERO-CELI: summary, organization and integration of data collected, final

draft and spell check.