Learning Strategies, Emotional Intelligence, and Academic Performance

Abstract

Learning strategies, emotional intelligence, and academic performance have been proposed as variables with great impacts on language learning processes, which can be reinforced in distance university education. In this educational modality, learning is completely autonomous and independent, which implies the need to develop particular skills that make it possible to take advantage of previously provided learning experiences and resources. This chapter reports a study on the relationships between learning strategies, emotional intelligence, and academic performance in a course of English 3. Data were collected from a sample of 132 students in distance education at a university in Spain. For the analysis of the variables, a non-experimental design was used, making use of descriptive and correlational statistics. The results showed a high average rating on the learning strategies scales, as well as adequate understanding and emotional regulation in the students, in contrast to emotional perception, a dimension that obtained a low average rating.