This study investigated the relationship between emotional intelligence and academic performance in high school students in Sao Paulo, Brazil. Researchers administered the TMMS-24 questionnaire to measure students' emotional intelligence. They found that male students had slightly higher grades in physics but no significant gender differences. Analysis of the TMMS-24 dimensions found higher scores for females in attention and repair and males in clarity. Overall, students' emotional intelligence did not correlate with their academic performance in physics.

1. Relationship between School Performance and Emotional Intelligence
with TMMS-24 in high performance school adolescents in Sao Paulo
(Brazil)
TEEM'18
Sixth Edition Technological Ecosystems for Enhancing Multiculturality
24-26 de octubre de 2018
Salamanca, España
Maria Vaquero Diego
University Institute of Education Sciences
University of Salamanca
Salamanca Spain
vaquerodiego@usal.es
María-José Rodríguez-Conde
University Institute of Education Sciences
University of Salamanca Salamanca Spain
mjrconde@usal.es
Patricia Torrijos Fincias
University Institute of Education Sciences
University of Salamanca Salamanca Spain
patrizamora@usal.es
Samuel Schnorr
School of Education
University of São Paulo
São Paulo Brazil
samuelmolina@usp.br
1

2. KEYWORDS
• Emotional intelligence ( EI )
• Academic performance ( AP )
• School performance
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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3. INDEX
1. Introduction
• Aim
• Model
• Academic performance
• Emotional intelligence
2. Method
• Sample students
• Variable and Instruments
3. Results and discussion
4. Conclusion
Relationship between School Performance and Emotional
Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
3

4. 1
INTRODUCTION
• The socio-economic changes that have
taken place during the 20th century
have led to preventive interventions in
educational centers with the focus of
improving the socio-emotional skills of
young people. The basic assumption is
that these interventions represent an
contribution for the future of a
knowledge society[15]
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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5. Aim
 The aim of this study was carried our to
investigate the relationship betweem
emotional intelligence and the
academic performance of adolescents.
5

6. Model Mayer & Salovey
“ The ability to perceive, evaluate and
express emotions accurately,
the ability to acces and/or generate feelings
that facilitate thinking
the ability to regulate emotions by promoting
emotional and intelectual growth”
What is emotional intelligence? En P. Salovey y D. Sluyter (Eds.),
Mayer, J.D. (1997).
Emotional
Intelligence:
Model
6

7. • For the evaluation of EI, the following instruments
will be used as a self-report measure whose result is
an index of what has been called EI perceived. Train-
Meta Mood Scale 24 is based on TMMS of the
Salovey and Mayer research group adapted to
Spanish by the research group Fernandez-Berrocal
and Extremera.
• The original scale of this questionnaire is a scale of
characteristics that evaluates the meta-knowledge of
emotional states through 48 items called Trait Meta-
Mood scale (TMMS-48) elaborated by the Salovey
and Mayer research group specifically, the skills with
the which we can be aware of our own emotions, as
well as our ability to regulate them.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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8. Emotional Intelligence
Variables AND instruments
• TMMS-24, contains key
dimensions of EI with 8 items
each, these dimensions are:
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high
performance school adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es 8

9. Emotional Intelligence
Questionnaire in BRASIL
• For its application, an adaptation was
made to Brazilian Portuguese, by
researchers from groups NUPIC ( Nucleo
de pesquisa em Inovaçoes Curriculares)
and LAPEF ( Laboratory of Research and
Teaching of Physics) , considering each of
the 24 items to the casuistry in the
Brazilian context.
• .
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school adolescents in Sao
Paulo (Brazil), vaquerodiego@usal.es
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10. 3 DIMENSIONS
• ATTENTION:Emotional perception when
the individual can feel and express the
feelings in an appropriate way.
• CLARITY: Understanding of feelings occurs
when the individual understands their
emotional states.
• REPARATION:Emotional regulation, ability
to regulate emotional states appropriately.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school adolescents in Sao
Paulo (Brazil), vaquerodiego@usal.es
Emotional
Intelligence
Dimensions
10

11. Academic Performance
(AP). Concept
• The variable AP, postulates that school performance is a
level of knowledge demonstrated in an area or subject in
comparison with the norm of age and academic level[3]. In
this study, the grade obtained in the subject of physics is
considered for the second semester (scale from 0 to 10).
This AP evaluation period coincides with the time of
application of the perceived EI questionnaire, TMMS-24
• We used the physics notes of the second semester of high
school students, since following the Physics Teaching must
relate to the construction of a knowledge that provides
elements, so that the individuals increase their
understanding about the world in which they live is not only
used for the training of scientists or specialists [14]
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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[3] Edel Navarro, R. 2003. El rendimiento académico: concepto, investigación y desarrollo. REICE. 1, 2 (2003).
[14] Pietrocola, M. 2005. Modern physics in brazilian secondary schools. In: International Conference on Physics
Education, 2005, Nova Delhi: ICPE.

12. Academic Performance . Área of Physic
• ACADEMIC performance of the students in
the area of physics was of particular
interest. We used the marks obtained in
this area during the second semester of the
academic year 2017 obtained in October to
coincide with the same month where the
sample of the perceived EI questionnaire
was obtained.
• This research team also has connections to
the Laboratory of Research and Teaching of
Physics (LAPEF) of the School of Education
at USP, as well as the performance of the
students in the area of physics was of
particular interest.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high
performance school adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es 12

13. 2. METHOD
This study is part of a quantitative
research, ex post-facto, understanding
research as a systematic and empirical
search in which the scientist has no
direct control over the independent
variables
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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14. Sample students
• Students from the School of Application on
the morning shift. The sample consisted of
153 students whose ages are between 15 to
18 years old shows the application of the
test.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
n=75n=78
51% 49% 100%
14

15. SAMPLE STUDENTS, intersex difference in
therms of courses
51%49%
51 students in
the first year
1st high school
52%48%
54 students in
the second year
2nd high school
44%
56%
48 students in
the third year
3rd high school
The questionnaire was answered by a total of 153 participants
Brazilian high school is typically completed in three years. If we
look at the intersex difference in terms of the courses, similar
proportions are shown
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es 15

16. 3. RESULTS
PHYSIC
• According with the study of AP in the
subject of physics, it is evident that the
average of the qualification is higher in
the case of the men than with women
(8, 88, SD: 1,05 against 8,65 against
1.53). However, there are no significant
differences in the study of gender and
the numerical note (n.s., 05).
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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17. RESULTS of TMMS-24 descriptive
ATTENTION CLARITY REPAIR
m SD M SD m SD
1st 23,27 7,05 24,41 6,27 25,90 7,03
2st 26,83 7,19 25,89 6,23 28,39 6,97
3st 25,88 7,06 25,69 7,52 27,25 7,37
The descriptive study reports the highest scores in 2nd year in each of the dimensions
and the lowest scores in the 1st.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
17

18. RESULTS of Tmms-24 intersex
• The study of intersex differences according to the 3 dimensions
studied (t-test for independent samples) infers significant results only
in the dimension of "emotional clarity" (t-value -2.469, p = 0.015).
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
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19. RESULTS 3 DIMENSION EI perceived
26.28
24
26.61
24.45
26.62
27.77
22
23
24
25
26
27
28
Attention Clarity Repair
Woman Men
Concerning the difference between genders, the TMMS-24 results indicate that men present a higher score in
the dimension of Clarity and Repair, in the dimensions of Attention and Repair is higher in women than in men.
This is specially significative in the case of clarity, where women present indicators from 24-34 (p34). In the case
of men, this is 26-35 (p26.62).
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
19

20. RESULTS AP/ EI
• We don’t observe any
correlation between
performance in the physical
field and the EI, as the results
give the following values: r=0,
with level of significance ns:
0,05.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
20

21. 4.
CONCLUSIONS
• We observe that Emotional intelligence, in the
components of Attention and Repair is higher
in women than in men (as also evidenced in
other similar studies)
• There is a high potential of development in
the dimension of clarity, as results are very
low (specially in the case of the women).
• With these limitations, educational research
must be valued as those presented that
demonstrate, once again, the importance and
the need to develop educational programs to
take advantage of development potential in
key dimensions of EI.
• It is also important to adapt educational
strategies to the needs of the students,
reviewing the impact of the EI on the academic
performance as it is also being carried by other
researches.
Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
21

22. Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school
adolescents in Sao Paulo (Brazil), vaquerodiego@usal.es
22

23. Relationship between School Performance and Emotional Intelligence with TMMS-24 in high performance school adolescents in
Sao Paulo (Brazil), vaquerodiego@usal.es
23

24. Relationship between School Performance and Emotional Intelligence
with TMMS-24 in high performance school adolescents in Sao Paulo
(Brazil)
TEEM'18
Sixth Edition Technological Ecosystems for Enhancing Multiculturality
24-26 de octubre de 2018
Salamanca, España
Maria Vaquero Diego
University Institute of Education Sciences
University of Salamanca
Salamanca Spain
vaquerodiego@usal.es
María-José Rodríguez-Conde
University Institute of Education Sciences
University of Salamanca Salamanca Spain
mjrconde@usal.es
Patricia Torrijos Fincias
University Institute of Education Sciences
University of Salamanca Salamanca Spain
patrizamora@usal.es
Samuel Schnorr
School of Education
University of São Paulo
São Paulo Brazil
samuelmolina@usp.br
24