Abstract
This study analyzes the relationship between emotional intelligence (EI) profiles and the use of artificial intelligence (AI) among university students, considering its use as an academic, informational, and emotional support resource. It also explores whether there are statistically significant differences between the identified EI profiles and the purposes for which AI is used. Finally, it examines the association between EI and AI use. A total of 352 students from the University of Alicante participated (184 women, 168 men; mean age = 21.4, SD = 2.3). EI was assessed using the TMMS-24 scale (Attention, Clarity, and Emotional Repair). To evaluate AI use, a 12-item ad hoc questionnaire was developed and validated, comprising three dimensions: educational support, informational support, and emotional support. Cluster analysis identified three EI profiles: (1) high and balanced EI, with high scores across all three dimensions; (2) regulatory EI, characterized by moderate attention and high emotional understanding and regulation; (3) repair-deficit EI, showing difficulties in emotional regulation despite moderate perception and understanding. ANCOVA analyses assessed differences between profiles, showing that students with high and balanced EI perceived greater usefulness of AI for educational and informational support, as well as greater emotional support benefits, compared to other profiles. Finally, positive correlations were found between EI and AI use across all three types of support. These findings suggest that EI influences AI use in differentiated ways, highlighting its role as a facilitator of learning, information management, and emotional well-being in higher education.