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Perceived Emotional Intelligence and Learning Strategies in Spanish University Students: A New Perspective from a Canonical Non-symmetrical Correspondence Analysis

机译：西班牙大学生感知的情商和学习策略：从规范非对称对应分析的新视角

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Recent studies have revealed that emotional competences are relevant to the student’s learning process and, more specifically, in the use of learning strategies (LSs). The aim of this study is twofold. First, we aim to analyze the relationship between perceived emotional intelligence (PEI) and LSs applying the scales TMMS-24 and Abridged ACRA to a sample of 2334 Spanish university students, whilst also exploring possible gender differences. Second, we aim to propose a methodological alternative based on the Canonical non-symmetrical correspondence analysis (CNCA), as an alternative to the methods traditionally used in Psychology and Education. Our results show that PEI has an impact on the LS of the students. Male participants with high scores on learning support strategies are positively related to high attention, clarity, and emotional repair. However, the use of cognitive and control LS is related to low values on the PEI dimensions. For women, high scores on cognitive, control, and learning support LS are related to high emotional attention, whereas dimensions such as study habits and learning support are related to adequate emotional repair. Participants in the 18–19 and 22–23 years age groups showed similar behavior. High scores on learning support strategies are related to high values on three dimensions of the PEI, and high values of study habits show high values for clarity and low values for attention and repair. The 20–21 and older than 24 years age groups behaved similarly. High scores on learning support strategies are related to low values on clarity, and study habits show high values for clarity and repair. This article presents the relationship between PEI and LS in university students, the differences by gender and age, and CNCA as an alternative method to techniques used in this field to study this association.
机译：最近的研究表明，情感能力与学生的学习过程有关，更具体地说，与学习策略的使用有关。这项研究的目的是双重的。首先，我们旨在通过对2334名西班牙大学生的样本应用TMMS-24和A ACID量表来分析感知的情绪智力（PEI）和LS之间的关系，同时还探讨了可能的性别差异。其次，我们旨在提出一种基于规范非对称对应分析（CNCA）的方法论替代方法，以替代心理学和教育中传统使用的方法。我们的结果表明，PEI对学生的LS有影响。在学习支持策略上得分高的男性参与者与高度关注，清晰和情绪修复成正相关。但是，认知和控制LS的使用与PEI维度上的低值有关。对于女性而言，在认知，控制和学习支持LS上的高分与高度的情绪注意力有关，而诸如学习习惯和学习支持等维度与适当的情绪修复有关。 18-19岁和22-23岁年龄段的参与者表现出相似的行为。学习支持策略的高分与PEI的三个维度上的高价值相关，学习习惯的高价值对清晰度和认知和修复的低价值也较高。 20-21岁和24岁以上的年龄组的行为类似。学习支持策略的高分与清晰度的低值有关，学习习惯对清晰度和修复的价值高。本文介绍了大学生中的PEI和LS之间的关系，性别和年龄的差异以及CNCA作为该领域研究这种关联的技术的替代方法。

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