Athletes must be supported in various aspects of the sports context, including physical, technical, tactical, and psychological factors (Campo et al., 2018). Different sports disciplines present distinct characteristics, making it essential to monitor and manage emotional responses throughout training and competition (Bueno & Marchi Júnior, 2020).

Like all sports events, whether in school, recreational, or competitive settings, college sports elicit a wide range of emotions and serve as an educational practice that integrates leisure, socialization, and competition (Camargo & Mezzadri, 2018). In this context, emotional intelligence (EI) plays a determinant role in shaping athletes’ emotional regulation strategies, thereby fostering psychological adaptation in competitive environments (Shen et al., 2019).

EI is defined as the ability to perceive, understand, and regulate one’s own emotions as well as those of others (Campo et al., 2019). Initially conceptualized in the 1990s (Goleman, 2020), EI encompasses recognizing emotions, managing them effectively, and applying emotional knowledge to facilitate reasoning and behavior (Salovey & Mayer, 1990). Research on EI in sports gained prominence in the early 21st century (Ribeiro et al., 2018). Studies have explored its associations with psychological well-being in college sports (Corella et al., 2021), mental health in athletes and non-athletes (Edwards & Froehle, 2023), and emotional regulation across various sports disciplines and competitive levels (Ribeiro et al., 2018). Investigations have also examined how EI contributes to adaptive psychological responses in competitive settings, including its links to motivation and anxiety (Campo et al., 2016).

Motivation has been identified as a key variable associated with EI in sports. The Self-Determination Theory (SDT) is one of the most widely used frameworks for understanding motivational processes in sports (Ryan & Deci, 2017, 2020). According to SDT, motivation is driven by innate tendencies to seek enjoyment and fulfillment, which interact with both personality traits and environmental influences (Nascimento Júnior et al., 2017, 2019). SDT categorizes motivation into three types: amotivation (lack of self-determination), extrinsic motivation (regulated by external rewards or pressures), and intrinsic motivation (self-determined engagement in activities for personal satisfaction). Among these, intrinsic motivation is most strongly linked to positive emotional experiences in sports (Ryan & Deci, 2020). Empirical studies indicate that EI positively correlates with motivation and serves an adaptive function for athletes (Rutkowska & Gierczuk, 2020). Research with basketball players has shown that self-reported EI abilities, such as perceiving and managing emotions, are significantly associated with intrinsic motivation (Sukys et al., 2019). These findings suggest that athletes with higher EI may develop more effective emotional regulation strategies, thereby sustaining motivation in competitive contexts.

Another critical psychological factor in sports is pre-competitive anxiety. The Multidimensional Theory of Competitive Anxiety conceptualizes this phenomenon in three components: cognitive anxiety (negative thoughts and self-doubt), somatic anxiety (physiological symptoms such as muscle tension and rapid breathing), and self-confidence (belief in one’s ability to succeed) (Marenucci et al., 2020; Paludo et al., 2016). Pre-competitive anxiety can manifest as excessive worry and discomfort, potentially disrupting an athlete’s focus and psychological readiness (Fortes et al., 2017; Freire et al., 2020). Evidence suggests that EI plays a role in mitigating anxiety in sports. Studies have reported that athletes with higher EI tend to experience lower levels of anxiety across different sports, including soccer (Castro-Sánchez et al., 2019) and combat sports (Fernández et al., 2020). Additionally, research on group and individual sports has shown that EI may contribute to better emotional regulation, reducing anxiety before competitions (Castro-Sánchez et al., 2018).

Despite existing research on the interplay between EI, motivation, and anxiety in sports, there is a lack of studies focusing specifically on competitive college athletes, particularly in Brazil, where college sports have been expanding in recent years. The Brazilian University Games (Jogos Universitários Brasileiros — JUBs) are the largest and most traditional university sports competition in Brazil, playing a fundamental role in promoting sports, education, and social integration among young athletes. Organized annually by the Brazilian University Sports Confederation (Confederação Brasileira do Desporto Universitário — CBDU), the event brings together thousands of students from higher education institutions across the country, competing in a wide range of individual and team sports. The JUBs competition serves as a significant talent pool for national sports, with many participants advancing to represent Brazil in international university championships and other major sporting events. Highlighting the importance of balancing academic and athletic pursuits, the JUBs contribute to the holistic development of student-athletes, reinforcing the connection between education and sportsmanship.

This study aims to address this gap by examining the predictive role of EI in motivation and pre-competitive anxiety among Brazilian college athletes. The findings will provide valuable insights for researchers and practitioners seeking to enhance psychological support in college sports. By emphasizing a holistic approach that integrates mental and emotional aspects, this research contributes to the growing field of sports and exercise psychology, promoting the well-being and development of athletes in collegiate sports programs.

The present study sought to address a gap in the literature regarding the role of EI in motivation and pre-competitive anxiety among Brazilian college athletes. The findings highlight that athletes with higher EI levels exhibit superior emotional management, higher motivation, and reduced anxiety before competitions. These results underscore the predictive role of EI in fostering autonomous motivation and self-confidence, two critical psychological components for athletic performance and well-being. Given the relevance of these psychological constructs in sports, the present study contributes to the scientific community and to professionals involved in collegiate athletics by offering a deeper understanding of the psychological mechanisms underlying sports participation.

One of the most significant findings of this study was the predictive role of EI in motivation regulation, particularly for regulations aligned with autonomous motivation (Table 3). This suggests that athletes who are more adept at recognizing and regulating their emotions, both their own and those of others, are more likely to engage in sports for intrinsic reasons, such as enjoyment and personal satisfaction. These results align with the Self-Determination Theory (SDT) (Ryan & Deci, 2020), which posits that autonomous motivation is driven by internalized values and personal goals. Prior research supports this interpretation, showing that EI fosters self-motivation by directing emotions toward goal attainment (Castro-Sánchez et al., 2018). Similar findings have been reported in various sports contexts, including studies that demonstrate EI’s significant role in motivation regulation (Galarraga et al., 2017; Sukys et al., 2019). Moreover, research with wrestlers (Rutkowska & Gierczuk, 2020) found that higher EI levels were associated with higher motivation and an adaptive psychological profile, reinforcing the notion that EI plays a crucial role in athletic engagement and persistence.

The positive relationship between EI and self-confidence represents another noteworthy finding. Athletes with higher EI levels not only manage their emotions more effectively but also develop a greater sense of competence and preparedness, even under stressful conditions. This aligns with prior research indicating that athletes with elevated EI experience lower anxiety levels and greater psychological resilience in competition settings (Castro-Sánchez et al., 2019). These results suggest that EI enables athletes to interpret pre-competitive stress as a challenge rather than a threat, a factor that has been linked to enhanced performance outcomes.

The cluster analysis further reinforced these findings, revealing three distinct athlete profiles based on EI levels. Notably, motivation regulations and anxiety levels varied significantly among these clusters, providing further insight into the role of EI in shaping psychological responses to competition. The cluster analysis revealed distinct psychological profiles among athletes based on their levels of EI.

Cluster 1 (High EI) comprised athletes with the highest EI scores, who also exhibited stronger self-determined motivation (intrinsic regulation) and higher self-confidence. These athletes experienced lower levels of pre-competitive anxiety, indicating that emotionally intelligent individuals are better equipped to manage stress and perform under pressure. These findings align with previous research demonstrating that higher EI is associated with enhanced psychological well-being, improved sports performance, and prolonged athletic engagement (Nascimento Junior et al., 2017; Niven, 2017). In contrast, Cluster 2 (Moderate EI) included athletes with intermediate EI levels, who showed a higher reliance on external regulation, meaning their motivation was more dependent on external rewards or encouragement from others (e.g., coaches, teammates, or family members) (Weinberg & Gould, 2023). This group also exhibited moderate levels of cognitive and somatic anxiety, which could hinder decision-making and overall performance in competitive settings. These findings suggest that moderate EI levels may not always provide sufficient emotional regulation under stress, reinforcing prior research indicating that EI can play a dual role in pre-competitive anxiety (Parmar et al., 2017). Lastly, Cluster 3 (Low EI) consisted of athletes with the lowest EI levels, who also demonstrated lower intrinsic motivation and self-confidence. This group exhibited heightened levels of anxiety, which may act as a performance-limiting factor by increasing fear of failure and decision-making paralysis during competition (Tamminen et al., 2019). The pronounced cognitive and somatic anxiety observed in this group underscores the negative impact of poor emotional regulation on psychological readiness, reinforcing the protective role of EI against maladaptive anxiety responses and highlighting its significance as a crucial psychological skill in sports settings.

The observed differences between clusters further support SDT and the Multidimensional Theory of Anxiety (Martens et al., 1990). These theoretical frameworks suggest that motivation and anxiety interact to influence athletic performance, with EI serving as a buffer against anxiety-related impairments. While athletes in the High EI cluster exhibited self-determined motivation and greater psychological resilience, those in the Low EI cluster were more vulnerable to performance-impairing anxiety states. This aligns with prior research showing that athletes with higher self-confidence experience lower cognitive anxiety and perform better in high-pressure situations (Ouyang et al., 2020).

Additionally, research on EI training programs has demonstrated partial success in enhancing EI and psychological skills among athletes (Campo et al., 2016). Although the present study did not employ an intervention design, the identification of distinct EI profiles suggests that targeted psychological training programs could be beneficial, particularly for athletes in the Moderate and Low EI clusters. Previous studies indicate that the effectiveness of such interventions may vary depending on competitive level (amateur vs. elite) and sport type (individual vs. team sports) (Hagar et al., 2017), highlighting the need for further investigation in the college sports context.

The findings of the present study highlight the relevant role of EI in motivation and pre-competitive anxiety among college athletes. The regression analysis demonstrated that EI is a significant predictor of autonomous motivation and self-confidence, while the cluster analysis identified distinct EI profiles that affect motivation regulations and anxiety responses. These findings reinforce the importance of EI as a psychological resource in sports performance, suggesting that higher EI levels are associated with greater intrinsic motivation, lower anxiety, and improved self-confidence.

For sports professionals and practitioners, these results underscore the potential benefits of EI training in collegiate sports. Implementing psychological skill development programs aimed at enhancing EI could help athletes regulate their emotions, reduce performance-related anxiety, and sustain long-term engagement in sports. Given the psychological demands of competitive sports, fostering emotional intelligence may be a key factor in optimizing both mental well-being and athletic performance in the college sports context.