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The purpose of this book is to review the most relevant empirical studies carried out in the educational context in order to compile the existing evidence on the influence of EI, assessed by means of different instruments, on the personal, social and school functioning of students. Emotional intelligence has aroused great interest in the educational field as a way to improve the socioemotional development of students. The only drawback was that all these assertions were not supported by contrasted data demonstrating, on the one hand, the predictive level of EI, and on the other hand, the real role of EI in the different areas of life.