Flourishing, Grit and Perceived Emotional Intelligence: Correlation with Academic Performance
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Abstract
This study investigates the relationships between flourishing, Grit, and perceived emotional intelligence (PEI) and their impact on academic achievement in university students. In particular, it is based on the growing interest in the academic context in developing non-cognitive skills as determinants of educational success.
To this end, the aim was to analyze how these variables correlate with academic achievement. The methodology used was a quantitative, exploratory, and cross-sectional approach with a convenience sample of 128 students (71.1 % women, mean age 19.32). Participants were evaluated through the PERMA Profile, Grit-O Scale, and TMMS-24.
Statistical analyses, including correlations and ANOVA, revealed positive and statistically significant associations between flourishing and perseverance, with r values ranging from .197 to .366, as well as between emotional regulation and academic achievement. Gender differences were observed, with women demonstrating higher levels of emotional awareness (X = 27.40 vs. 23.62 in men).
The results highlight the relevance of fostering emotional intelligence and grit as pivotal factors in improving academic outcomes; likewise, findings suggest that cultivating non-cognitive skills enhances students’ resilience and overall performance, supporting a more holistic approach to higher education. Among the practical implications include integrating these competencies into university curricula to promote personal and academic growth.
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