Emotional Profiles and Their Relationship with the Use of Artificial Intelligence in University Students

This study analyzes the relationship between the emotional intelligence (EI) profiles of university students and their use of artificial intelligence (AI) in the educational field, considering its academic, informational, and emotional applications. A total of 352 students from the University of Alicante participated, assessed with the TMMS-24 scale to identify the dimensions of Attention, Clarity, and Emotional Repair. Through cluster analysis, three EI profiles were identified: (1) high and balanced EI, characterized by high scores in the three dimensions; (2) regulatory EI, with moderate attention and a strong capacity for understanding and regulating emotions; and (3) EI with a deficit in Repair, marked by difficulties in emotional regulation despite moderate perception and understanding of emotions. Analysis of AI use showed significant differences among profiles. In educational and informational support, students with high and balanced EI reported the greatest perception of AI’s usefulness for organizing and improving their learning, while in the use of AI for emotional support, students with high EI perceived greater benefits in stress management and self-regulation, contrasting with the profile with a deficit in Repair. These findings suggest that emotional intelligence influences the perception and use of AI in higher education in distinct ways, highlighting its role as an enhancer of learning, information management, and emotional well-being.