ORIGINAL RESEARCH article
Front. Educ.
Sec. Psychology in Education
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1685826
This article is part of the Research TopicEmotional Intelligence in Educational Psychology: Enhancing Learning and DevelopmentView all 20 articles
EMOTIONAL INTELLIGENCE AS PREDICTOR OF LEARNING PERFORMANCE IN HIGHER EDUCATION: A SEM APPROACH
Provisionally accepted
ROBERTO LEOPOLDO SUSON1,2*
Adrian Duites2Harlene Marie Gamboa2Mae Entice2Jhon Froy Capuno2Achilles Jr. Cabaron2Mary Jane Sim1Hermis Paubsanon1- 1Cebu Technological University, Cebu, Philippines
- 2Cebu Technological University College of Education, Cebu City, Philippines
Select one of your emails
You have multiple emails registered with Frontiers:
Notify me on publication
Please enter your email address:
If you already have an account, please login
You don't have a Frontiers account ? You can register here
Abstract. Emotional Intelligence (EI) is gaining recognition as an essential component of academic performance, especially in teacher education programs where emotional competence is critical for engaging with young learners. This research analyzes the significant impact of four emotional intelligence dimensions (Wong and Law Emotional Intelligence Scale) on Learning Performance among pre-service teachers in Bachelor of Early Childhood Education and Bachelor of Elementary Education programs in the Philippines. Partial Least Squares Structural Equation Modeling (PLS-SEM) was utilized to evaluate the measurement and structural models. The results showed that all four EI dimensions had a significant and positive effect on LP. ROE had a medium effect size, while the other three dimensions had small effect sizes. UOE was the strongest predictor of the path coefficient, which shows how important it is to leverage emotions to boost motivation and cognitive engagement. The model accounted for 57.6% of the variance in LP. These findings contribute to the literature by examining the relatively neglected environment of early childhood and elementary pre-service teachers, offering empirical evidence for the beneficial implications of several EI components in improving learning performance. The study provides theoretical implication for incorporating emotional intelligence development into teacher education programs to enhance academic performance and professional preparedness.
Keywords: Emotional Intelligence, self-emotion appraisal, Others Emotion Appraisal, Regulation of emotion, Use of emotion, learning performance
Received: 14 Aug 2025; Accepted: 13 Oct 2025.
Copyright: © 2025 SUSON, Duites, Gamboa, Entice, Capuno, Cabaron, Sim and Paubsanon. 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: ROBERTO LEOPOLDO SUSON, robertosuson29@gmail.com
Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.