ORIGINAL RESEARCH article
Front. Educ.
Sec. Mental Health and Wellbeing in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1558339
This article is part of the Research TopicPsychoeducational Approaches to Mental Health for Educators and StudentsView all 16 articles
The relationship between age and emotional intelligence in postgraduate students
Provisionally accepted
Juan Gabriel Aragundi-Moncada1
Mario Mitsuo Bueno-Fernández2Eduardo Espinoza-Solís1Ana Priscila Guillén-Rodríguez3
Ángel Ramón Sabando García4
Tibisay Milene Lamus de Rodríguez3
Andrés Ultreras-Rodríguez2
Jenniffer Sobeida Moreira-Choez3*- 1State University of Milagro, Milagro, Guayas, Ecuador
- 2Universidad Autónoma de Sinaloa, Mazatlán, Sinaloa, Mexico
- 3Facultad de Posgrado, State University of Milagro, Milagro, Guayas, Ecuador
- 4Pontificia Universidad Católica del Ecuador, Santo Domingo, Ecuador
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Introduction: Emotional intelligence is essential for the holistic development of students, particularly in postgraduate contexts, where academic and personal demands are higher. This study aimed to analyze the relationship between age and emotional intelligence among postgraduate students at the State University of Milagro (UNEMI). It specifically considered the dimensions of attention, clarity, and emotional repair. Methodology: The methodological design was quantitative, non-experimental, cross-sectional, and descriptive-explanatory. The population consisted of 1,525 postgraduate students, selected through non-probabilistic sampling. Data collection was conducted using the TMMS-24, a validated instrument administered digitally with informed consent. Statistical analysis included reliability tests, Pearson correlation, and analysis of variance (ANOVA). Results: The findings revealed no significant differences in overall emotional intelligence across age groups. However, specific dimensions showed variations. Students over 50 years of age excelled in emotional clarity and repair, while younger students (21 to 30 years) demonstrated higher emotional attention. These variations highlight the influence of experience and maturity on specific emotional skills. Conclusion: While global emotional intelligence remains stable across age groups, specific dimensions such as clarity and emotional repair improve with age, whereas emotional attention is higher among younger students. These results emphasize the importance of developing educational strategies tailored to the emotional characteristics of different age groups.
Keywords: Emotional Intelligence, age, Emotional maturity, higher education, psychological wellbeing
Received: 10 Jan 2025; Accepted: 28 Apr 2025.
Copyright: © 2025 Aragundi-Moncada, Bueno-Fernández, Espinoza-Solís, Guillén-Rodríguez, Sabando García, Lamus de Rodríguez, Ultreras-Rodríguez and Moreira-Choez. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
* Correspondence: Jenniffer Sobeida Moreira-Choez, Facultad de Posgrado, State University of Milagro, Milagro, Guayas, Ecuador
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