Motivation and Emotion

, Volume 42, Issue 6, pp 947–959 | Cite as

Profiles of emotional intelligence and demotivation to attend school in Chilean adolescents

  • Ángela Díaz-Herrero
  • Carolina Gonzálvez
  • Ricardo SanmartínEmail author
  • María Vicent
  • Nelly Lagos-San Martín
  • Cándido J. Inglés
  • José M. García-Fernández
Original Paper


The aim of this study was twofold: to identify different emotional intelligence (EI) profiles and to verify possible statistically significant differences in school refusal factors that result in a demotivation to attend school. Participants were 2362 Chilean adolescents aged from 13 to 17 (M = 15.25; SD = 1.33), who completed the Trait Meta-Mood Scale-24 (TMMS-24) and the School Refusal Assessment Scale-Revised (SRAS-R). Cluster analysis identified four EI profiles: high scores in repair and low in attention, high scores in attention and low in clarity and repair, low EI and high EI. Students with high scores in attention and low in repair scored higher in the first three factors of the SRAS-R, whereas in the fourth factor of the SRAS-R, students with high EI had significantly higher scores. Emotional regulation seems to be one of the determinant factors to prevent the appearance of school refusal. Based on these findings, we recommend that EI training be a part of future programs to overcome school attendance demotivation issues.


Adolescence Emotional intelligence School refusal Cluster analysis 



This work was supported by the project FONDECYT [11160040] of the National Commission of Scientific and Technological Research CONICYT.

Compliance with ethical standards

Conflict of interest

The authors declare that they have no competing interests.

Ethical approval

All procedures performed in studies involving human participants were in accordance with the ethical standards of the institutional and/or national research committee and with the 1964 Helsinki declaration and its later amendments or comparable ethical standards.

Informed consent

Informed consent was obtained from all individual participants included in the study.


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Copyright information

© Springer Science+Business Media, LLC, part of Springer Nature 2018

Authors and Affiliations

  • Ángela Díaz-Herrero
    • 1
  • Carolina Gonzálvez
    • 2
  • Ricardo Sanmartín
    • 2
    Email author
  • María Vicent
    • 2
  • Nelly Lagos-San Martín
    • 3
  • Cándido J. Inglés
    • 4
  • José M. García-Fernández
    • 2
  1. 1.Department of Developmental Psychology and EducationUniversity of MurciaMurciaSpain
  2. 2.Department of Developmental Psychology and DidacticsUniversity of AlicanteAlicanteSpain
  3. 3.Department of Education SciencesUniversity of Bío-BíoChillánChile
  4. 4.Department of Health PsychologyMiguel Hernández University of ElcheElcheSpain

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