Keywords:
performance
strategy
resilience
transition
higher education

  • Abstract

    This study examines the relationship between emotional intelligence (EI) and socioemotional adaptation among first-year students in agricultural science programs at a public Peruvian university. Using a convergent mixed-methods design, the research integrates quantitative and qualitative evidence. In the quantitative phase, the Trait Meta-Mood Scale (TMMS) was administered to 276 students to assess perceived EI—attention, clarity, and repair—while academic records were reviewed to compare entrance exam scores with first-semester grade-point averages (GPAs). In the qualitative phase, 12 semistructured interviews captured students’ experiences with emotional regulation and adaptation. Findings showed a significant improvement in academic performance from admission to the end of the first semester (p < 0.001), though correlations between EI dimensions and GPA were weak, implying an indirect influence of emotional competencies. Qualitative results added depth, revealing that students view EI as essential for academic success and emotional well-being and use strategies such as breathing exercises, cognitive reframing, and social support to manage stress. Gender differences emerged in academic performance, favoring female students, but EI levels did not differ significantly. The study proposes the University Socioemotional Adaptation Model, which integrates contextualized EI, environmental moderators (e.g., family, institutional, and peer support), and students’ emotional learning trajectories during the transition to higher education. The model highlights the dynamic, context-dependent nature of EI and its relevance to academic and professional development. Overall, the findings emphasize the need for socialemotional learning programs that strengthen emotional regulation, resilience, and empathy—particularly in technical and scientific fields—and contribute new evidence from a Latin American context emphasizing socioemotional adaptation as a foundation for university success and sustainable human development.

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Huerta, E., Corzo-Zavaleta, J., Ugaz-Rivero, M., & Navarro-Castillo, Y. (2026). Socioemotional adaptation of first-year university students in agricultural science programs. Multidisciplinary Science Journal, 8(8), 2026544. https://doi.org/10.31893/multiscience.2026544
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