Perceived Emotional Intelligence in University Students: A Cross-Sectional Analysis of Emotional Attention, Clarity, and Repair Using the TMMS-24

Abstract

Background: The mental health of university students has emerged as a critical concern in higher education, with rising prevalence of anxiety, depression, and psychological distress. Perceived emotional intelligence and particularly the capacity to manage emotions is considered a key protective factor for psychological wellbeing. The Trait Meta-Mood Scale (TMMS-24) operationalizes this construct through three dimensions: emotional attention, emotional clarity, and emotional repair. Objective: To analyze levels of emotional attention, clarity, and repair in university students participating in the University Health Care Service (SUAS) of the University of Burgos, and to examine differences by gender, field of knowledge, and academic year. Method: A descriptive, cross-sectional, non-experimental study was conducted with a convenience sample of 53 university students (40 women, 13 men; Mage = 26.28, SD = 9.99). Participants completed the Spanish version of the TMMS-24 via an online form. Independent-samples t-tests and one-way ANOVAs were used; effect sizes (Cohen's d, η²) were computed for all inferential analyses. Ethical approval was granted by the Bioethics Committee of the University of Burgos. Results: Internal consistency was adequate (α = .892). Emotional attention fell within the adequate range (M = 28.47, SD = 6.33), while emotional clarity (M = 22.09, SD = 7.33) and emotional repair (M = 23.70, SD = 6.35) were both in the low range. No statistically significant differences were found across gender, field of knowledge, or academic year on any TMMS-24 dimension (all p > .30; effect sizes negligible to small). Conclusions: Students demonstrated adequate capacity to identify their emotional states but showed notable deficits in comprehending and regulating them. The homogeneity of emotional profiles across demographic subgroups underscores the need for structured university-level programs targeting emotional clarity and repair competencies.