Emotional Intelligence in Elementary School Students: Theoretical Review

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Maria Albertina OstosInga, Juan Méndez Vergaray, Mildred Jénic, Ledesma Cuadros, Yolanda Josefina Huayta-Franco, Fatima del Socorro Torres Caceres, Edward Floresa


The aim of this article was to analyze the literature from the theoretical perspective in regular elementary education students. The research was carried out with 21 articles that were obtained from the Scopus, Ebsco and Scielo databases, in the 2016-2021 range of open access, in the field of education, psychology and neurosciences. The following equations were used for the search in English: "emotional intelligence" AND "learning"; "emotional intelligence" AND "learning" AND "elementary education" and "emotional intelligence" AND "learning" AND "primary education" and in Spanish: "inteligenciaemocional" AND "aprendizaje"; "inteligenciaemocional" AND "aprendizaje" AND "educaciónprimaria" AND "inteligenciaemocional"; as well as "aprendizaje" AND "educaciónprimaria". The results show that it is important to take into consideration various aspects for the increase of emotional intelligence, among which are: modes of upbringing, family and social emotional support, sociocultural context and personal conditions. Likewise, it is transcendental that emotional regulations will have repercussions on students' academic performance and adequate inclusion with their peers. On the other hand, it is evident that the role of teachers has a primordial effect on the emotional formation of the student, leaving traces that allow the learner to perform with assertiveness and empathy in the future.

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