Affective profiles, emotional intelligence, and time management in university students
DOI:
https://doi.org/10.70478/apuntes.psi.2026.44.19Keywords:
Positive affect, Negative affect, University students, Psychoeducational interventions, Emotional intelligenceAbstract
Introduction. Positive affect (PA) and negative affect (NA) form individual patterns that may be associated in specific ways with resources relevant to academic adjustment, such as emotional intelligence and time management.
Method. To examine these relationships, a study was conducted with 233 university students completed the Positive and Negative Affect Schedule (PANAS), the Trait Meta-Mood Scale (TMMS-24), and the Time Management Behavior Questionnaire for University Students (TMBQ). A hierarchical cluster analysis using Ward’s method identified four affective profiles: lower PA–lower NA, lower PA–higher NA, higher PA–higher NA, and higher PA–lower NA.
Results. The results revealed distinct patterns across profiles in affect regulation and time managemet. The lower PA–higher NA profile
showed the greatest emotional and time-management difficulties, whereas the higher PA–lower NA profile displayed the most adaptive pattern.
Discussion. These findings support the usefulness of examining PA and NA jointly to better understand emotional and self-regulatory heterogeneity among university students and to inform psychoeducational interventions tailored to different affective profiles.
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