Does Emotional Intelligence Shape Team Success? An Empirical Study of Emotional Intelligence, Team Processes, and Academic Performance in Collaborative Learning Environments

Abstract

Collaborative learning has become a cornerstone of contemporary higher education pedagogy; however, significant variation exists in student team performance that cannot be fully explained by cognitive ability alone. Emotional intelligence (EI), as a socio-emotional competency, may play a critical role in shaping how students function within academic teams. Despite extensive research linking EI to individual academic performance, limited empirical attention has been given to its influence at the team level within educational contexts. Addressing this gap, the present study investigates the relationship between individual and team-level emotional intelligence, team processes (cohesion, conflict management, and communication quality), and academic performance in collaborative learning environments. Using a multi-level quantitative design, data were collected from undergraduate students engaged in mandatory group projects. Results are expected to demonstrate that team emotional intelligence positively predicts academic performance, both directly and indirectly through team processes. The study contributes to the literature by extending emotional intelligence theory to collaborative academic settings and offers practical implications for team formation and pedagogical design in higher education.