Emotional Intelligence and its Relationship with Gender, Academic Performance and Intellectual Abilities of Undergraduates

Introduction: Emotional intelligence has been linked to several variables, such as gender, and academic performance. In the area of high intellectual abilities, the literature shows controversy, without a unanimous result on the relationship between both variables. In the present study we analyzed the modulatory effect has academic performance in a sample of college students, one group with normal intelligence and other one with superior intelligence, and gender. Method: The sample consisted of 129 students who admitted in health sciences careers, 64 students had high intelligence and 65 students had normal intelligence. To measure emotional intelligence was used Mayer, Salovey and Caruso Emotional Intelligence Test (MSCEIT) and grade point average for academic performance. Results: The results show that the performance differential plays a role in some of the branches assessed by the instrument. Similarly, there are differences between the groups in emotional Facilitation, Strategic Emotional Intelligence and Emotional Understanding, being in all cases higher the score in the more intelligent and woman. Discussion: The results indicate relationship between emotional intelligence and performance, although it differs depending on the performance indicator is taken. In addition, we note a relationship between emotional intelligence and intellectual capacity, the results partially support the hypothesis that women and the most able have more emotional intelligence.