Increasing the students' academic achievement in the international evaluation arena is a challenge for our country, and cooperative learning and emotional intelligence may be a solution for this problem. The link between cooperative learning, emotional intelligence, and academic achievement has been poorly studied so far. The objective of the present investigation was to examine the influence of cooperative learning on trait emotional intelligence and academic achievement. The methodology used was a quasi-experimental design with pre/post-measurements and experimental/control groups. The participants were primary education students (n = 692) and teachers (n = 24) from eight public schools in Madrid, Spain. The instruments used were the Emotional Quotient-Youth Version questionnaire and internal and external assessment tests. Our results indicated that cooperative learning improved scores of one dimension of trait emotional intelligence, change adaptability, and students' academic achievement (Mathematics and Spanish Language). We discussed the possible implications of these outcomes for educational practice.

中文翻译：

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合作学习对西班牙小学生特质情商及学业成绩的影响

提高学生在国际评价舞台上的学业成绩对我国来说是一个挑战，合作学习和情商可能是解决这个问题的方法。迄今为止，合作学习、情商和学业成就之间的联系研究得很少。本调查的目的是检验合作学习对特质情商和学业成绩的影响。所使用的方法是具有前/后测量和实验/对照组的准实验设计。参与者是小学教育学生 ( n  = 692) 和教师 ( n = 24) 来自西班牙马德里的八所公立学校。使用的工具是情商-青年版问卷和内部和外部评估测试。我们的结果表明，合作学习提高了特质情商、变化适应性和学生学业成绩（数学和西班牙语）的一个维度的分数。我们讨论了这些结果对教育实践的可能影响。