Measuring and strengthening intelligence and emotional competencies in higher education: A systematic analysis
DOI:
https://doi.org/10.56294/saludcyt20251503Keywords:
measurement instruments, emotional intelligence, emotional competencies, systematic reviewAbstract
The assessment of emotional intelligence and emotional competencies in higher education represents a constant challenge due to the complexity of these constructs and their increasing relevance in the academic and professional environment. This study aims to analyze the publications that report on the creation or validation of instruments to assess emotional intelligence and emotional competencies in adults, with special emphasis on their application in higher education. For this purpose, an exhaustive systematic review of articles published between 1994 and 2022 in the Web of Science, Scopus and SciELO databases was carried out, following the PRISMA methodology. Of the 4653 articles initially identified, 67 met the inclusion criteria. The results show the temporal evolution of scientific production, identifying authors, journals, countries, sample types and psychometric properties of the instruments analyzed. It is observed that the construction of tools to assess emotional intelligence began in 1998, while the development of specific instruments to measure emotional competencies intensified from 2010. In addition, in recent years there has been a growing interest in the assessment of emotional intelligence in adult populations with disabilities, mental health conditions or in contexts of deprivation of liberty, reflecting an inclusive approach. Finally, this systematic review highlights the proliferation of instruments in higher education and their importance for the development of training programs and intervention strategies aimed at strengthening these competencies in students and professionals.
References
1. Bisquerra R, López E. La evaluación en la educación emocional: Instrumentos y recursos. AULA_ABIERTA. 2021; 50(4):757-66. Disponible en: https://reunido.uniovi.es/index.php/AA/article/view/16685
2. Fernández Berrocal P, Cabello R, Gómez-Leal R, Gutiérrez-Cobo MJ, Megías-Robles A. Nuevas tendencias en la investigación de la Inteligencia Emocional. Escritos Psicología. 2022;15(2):144-7. Disponible en: https://revistas.uma.es/index.php/espsi/article/view/15842
3. Thorndike E. Intelligence and its use. Harper’s Magazine.1920; 140: 227-235.
4. Salovey P, Mayer JD. Emotional intelligence. Imagin Cognition Person. 1990;9: 185-211.
5. Mayer JD, Salovey P. What is emotional intelligence. In: Emotional development and emotional intelligence: Educational implications. 1997;3:31.
6. Petrides KV, Furnham A. Rasgo de inteligencia emocional: Investigación psicométrica con referencia a taxonomías de rasgos establecidas. Eur J Pers. 2001;15(6):425-448. https://doi.org/10.1002/per.416
7. López-López V, Lagos San Martín NG, Hidalgo Ortíz JP. Validación del Inventario de Competencias Emocionales para Adultos (ICEA). Rev. Educación. 2022;46(2):84-99. Disponible en: https://revistas.ucr.ac.cr/index.php/educacion/article/view/47960
8. Bisquerra Alzina R, Pérez Escoda N. Las competencias emocionales. Educación XX1 [Internet]. 2007;10:61-82. Disponible en: https://www.redalyc.org/articulo.oa?id=70601005
9. Sánchez-Camacho C, Grané-Oró M. Instrumentos de evaluación de la inteligencia emocional en educación primaria: una revisión sistemática. Rev Psicol Educ. 2022;17(1):5-20. https://www.rpye.es/pdf/214.pdf
10. Pacheco NE, Berrocal PF, Navas JMM, Bozal RG. Medidas de evaluación de la inteligencia emocional. Revista latinoamericana de psicología. 2004; 36(2): 209-228. https://www.redalyc.org/pdf/805/80536203.pdf
11. Lagos N, Anabalón YB, Concha M, López CV. Competencias emocionales en educación superior: una revisión sistemática. Rev Digit Invest Doc Univ. 2024;19:e1828. Disponible en: https://revistas.upc.edu.pe/index.php/docencia/article/view/1828
12. López-López V, Lagos San Martín N, Cabello Gonzalez R, Fernández Berrocal P, Anabalón Anabalón Y. Transversal education in higher education: a study on emotional competencies and emotional intelligence in Veterinary Medicine and Nursing. Salud, Ciencia y Tecnología. 2025; 5:1150. Disponible en: https://sct.ageditor.ar/index.php/sct/article/view/1150
13. Anabalón Y, Concha M, Lagos N, López-López V. Caracterización de las competencias emocionales del estudiantado de una universidad del centro sur de Chile. Interciencia. 2024, 49(4): 258-266.
14. Gavín-Chocano Óscar, Molero D. Valor predictivo de la Inteligencia Emocional Percibida y Calidad de Vida sobre la Satisfacción Vital en personas con Discapacidad Intelectual. Rev. invest. educ. 2019; 38(1):131-48. Disponible en: https://revistas.um.es/rie/article/view/331991
15. Delors J. Los cuatro pilares de la educación. En: La educación encierra un tesoro. Informe a la UNESCO de la Comisión internacional sobre la educación para el siglo XXI. Madrid: Santillana/UNESCO; 1996: 91-103. doi:10.15517/revedu.v46i2.47960.
16. Rychen DS, Salganik LH. Definir y seleccionar las competencias fundamentales para la vida. México: Fondo de Cultura Económica; 2004.
17. Montero I, León OG. A guide for naming research studies in Psychology. Int J Clin Health Psychol. 2007;7(3):847-862.
18. Manchado G, Gómez T, López S, González M, Mohedano M, D’Agostino M, Veiga de Cabo J. Revisiones sistemáticas exploratorias. Med Segur Trab. 2009;55(216):12-19.
19. Page M J, McKenzie J E, Bossuyt P M, Boutron I, Hoffmann T C, Mulrow C D et al. The PRISMA 2020 statement: an updated guideline for reporting systematic reviews BMJ 2021; 372 :n71 doi:10.1136/bmj.n71
20. Moher D, Liberati A, Tetzlaff J, Altman DG, PRISMA Group. Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. PLoS Med. 2009;6(7):e1000097. doi:10.1371/journal.pmed.1000097.
21. McHugh ML. Interrater reliability: The kappa statistic. Biochem Med. 2012;22(3):276–282. doi:10.11613/BM.2012.031.
22. Díaz Herrera C. Investigación cualitativa y análisis de contenido temático. Orientación intelectual de revista Universum. Rev. gen. inf. doc. 2025; 28(1):119-42. Disponible en: https://doi.org/10.5209/RGID.60813
23. Ascencio Cortés MS, Anabalón Anabalón Y, Vega-Román E. ¿Cambio institucional de género en Educación Superior? Resistencias y perspectivas desde una revisión sistemática de la literatura científica. REFU. 2025; 27(1):15-30. Disponible en: https://revistascientificas.us.es/index.php/fuentes/article/view/26525
24. Fernández-Berrocal P. Inteligencia emocional, aprender a gestionar las emociones. Madrid: Editorial Bonalletra Alcompas, S.L.; 2021.
25. Saarni C. Emotional competence and self-regulation in childhood. In: Salovey P, Sluyter DJ, eds. Emotional development and emotional intelligence: Educational implications. New York: Basic Books; 1997.
26. Salovey P, Mayer JD, Goldman S, Turvey C, Palfai T. Emotional attention, clarity and repair: exploring emotional intelligence using the Trait Meta-Mood scale. In: Pennebaker JW, ed. Emotion, disclosure and health. Washington, D.C.: American Psychological Association; 1995. p. 125-154.
27. Saarni C. The development of emotional competence. New York: Guilford Press; 1999.
Published
Issue
Section
License
Copyright (c) 2025 Verónica López-López , Nelly Lagos San Martín , Yasna Anabalón Anabalón (Author)

This work is licensed under a Creative Commons Attribution 4.0 International License.
The article is distributed under the Creative Commons Attribution 4.0 License. Unless otherwise stated, associated published material is distributed under the same licence.