The Influence of Emotional Intelligence and Affection in the Teacher-Student Relationship on the Academic Performance of College Students

Abstract

The study is intended to describe how emotional intelligence and pedagogical affection influence the academic performance of first semester college students between 16 and 24 years of age. It is based on a mixed method that involves the collection, analysis and binding of quantitative and qualitative data centered on a convergent parallel design. The results show that emotional intelligence influences the ability to solve problems, to relate to others, to work as part of a team, and to achieve selfrealization, goals and purposes in life. As for how pedagogical affection influences students’ academic performance, it can be concluded that the emotions manifest by teachers generate behavioral changes in students that influence their learning.