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An Emotional Competences in Higher Education: An Multidimensional Study on Gender, Academic Discipline and Educational Stage

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Title: An Emotional Competences in Higher Education: An Multidimensional Study on Gender, Academic Discipline and Educational Stage
Language: English
Authors: Iratxe Suberviola (ORCID 0000-0001-6368-3732)
Source: European Journal of Psychology of Education. 2026 41(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Emotional Intelligence, Interpersonal Competence, Higher Education, Gender Differences, College Students, Foreign Countries, Attention, Intellectual Disciplines, Social Sciences, Humanities, Graduate Students, Undergraduate Students, Maturity (Individuals), Socialization, Coeducation
Geographic Terms: Spain
DOI: 10.1007/s10212-025-01054-1
ISSN: 0256-2928
1878-5174
Abstract: This study examines emotional competencies in 1828 university students from four universities in northern Spain, adopting a multidimensional approach to analyze emotional attention, clarity, and regulation according to gender, academic discipline, and educational stage. Emotional competencies were assessed through the TMMS-24, and statistical analyses included normality tests (Shapiro-Wilk), homogeneity tests (Levene), ANOVA, and t-tests for group comparisons. The findings indicate that women show higher emotional attention, while men report stronger emotional regulation, with no significant differences in emotional clarity. Students enrolled in social sciences and humanities display the highest levels of emotional attention, whereas those in technological disciplines obtain the highest scores in emotional regulation. Postgraduate students outperform undergraduates in emotional attention and regulation, suggesting greater socioemotional maturity associated with advanced academic experience. These results point to the influence of gender socialization processes, academic environments, and developmental trajectories on emotional competencies. The study underscores the relevance of emotional coeducation as an inclusive, adaptive, and equity-oriented strategy to reduce emotional inequalities and promote comprehensive development across university contexts.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1500682
Database: ERIC
FullText Text:
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  Data: An Emotional Competences in Higher Education: An Multidimensional Study on Gender, Academic Discipline and Educational Stage
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  Data: <searchLink fieldCode="AR" term="%22Iratxe+Suberviola%22">Iratxe Suberviola</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-6368-3732">0000-0001-6368-3732</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Psychology+of+Education%22"><i>European Journal of Psychology of Education</i></searchLink>. 2026 41(1).
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  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Emotional+Intelligence%22">Emotional Intelligence</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Attention%22">Attention</searchLink><br /><searchLink fieldCode="DE" term="%22Intellectual+Disciplines%22">Intellectual Disciplines</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Sciences%22">Social Sciences</searchLink><br /><searchLink fieldCode="DE" term="%22Humanities%22">Humanities</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Maturity+%28Individuals%29%22">Maturity (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Socialization%22">Socialization</searchLink><br /><searchLink fieldCode="DE" term="%22Coeducation%22">Coeducation</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1007/s10212-025-01054-1
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  Data: 0256-2928<br />1878-5174
– Name: Abstract
  Label: Abstract
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  Data: This study examines emotional competencies in 1828 university students from four universities in northern Spain, adopting a multidimensional approach to analyze emotional attention, clarity, and regulation according to gender, academic discipline, and educational stage. Emotional competencies were assessed through the TMMS-24, and statistical analyses included normality tests (Shapiro-Wilk), homogeneity tests (Levene), ANOVA, and t-tests for group comparisons. The findings indicate that women show higher emotional attention, while men report stronger emotional regulation, with no significant differences in emotional clarity. Students enrolled in social sciences and humanities display the highest levels of emotional attention, whereas those in technological disciplines obtain the highest scores in emotional regulation. Postgraduate students outperform undergraduates in emotional attention and regulation, suggesting greater socioemotional maturity associated with advanced academic experience. These results point to the influence of gender socialization processes, academic environments, and developmental trajectories on emotional competencies. The study underscores the relevance of emotional coeducation as an inclusive, adaptive, and equity-oriented strategy to reduce emotional inequalities and promote comprehensive development across university contexts.
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        Value: 10.1007/s10212-025-01054-1
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      – Text: English
    Subjects:
      – SubjectFull: Emotional Intelligence
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Higher Education
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      – SubjectFull: Gender Differences
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      – SubjectFull: College Students
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Attention
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Social Sciences
        Type: general
      – SubjectFull: Humanities
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      – SubjectFull: Graduate Students
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      – SubjectFull: Undergraduate Students
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      – SubjectFull: Maturity (Individuals)
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      – SubjectFull: Coeducation
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      – SubjectFull: Spain
        Type: general
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