1
|
Moussa S, Malaeb D, Achkouty I, Hallit S, Ghosn A, Obeid S. Association between work fatigue and cognitive function among Lebanese health-care professionals: the moderating effect of emotional intelligence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL HEALTH RESEARCH 2024; 34:1487-1498. [PMID: 37293934 DOI: 10.1080/09603123.2023.2222270] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2023] [Accepted: 05/31/2023] [Indexed: 06/10/2023]
Abstract
The aim of this study was to assess the association between work-related fatigue and cognitive impairment among Lebanese health-care professionals with a closer look into the moderating role of emotional intelligence. This cross-sectional study was conducted between November 2021 and January 2022; 406 Lebanese health-care professionals were recruited through convenience sampling. Moderate analysis showed that with low levels of emotional intelligence, more physical, mental, or emotional work fatigue was significantly associated with lower cognitive function scores. These scores get better in people with moderate and high emotional intelligence for the same levels of work fatigue. Health-care workers, especially in Lebanon, are subject to a decline in their cognitive function when faced to high work fatigue loads in all its types, physical, mental, and emotional, along with the country's stressors. Here comes the role of emotional intelligence, where for the same level of fatigue, professionals with high emotional intelligence tend to have better cognitive functioning.
Collapse
Affiliation(s)
- Sara Moussa
- Faculty of Medicine, University of Balamand, Koura, Lebanon
| | - Diana Malaeb
- College of Pharmacy, Gulf Medical University, Ajman, United Arab Emirates
- School of Pharmacy, Lebanese International University, Beirut, Lebanon
| | - Iris Achkouty
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, Jounieh, Lebanon
| | - Souheil Hallit
- School of Medicine and Medical Sciences, Holy Spirit University of Kaslik, Jounieh, Lebanon
- Applied Science Research Center, Applied Science Private University, Amman, Jordan
- Research Department, Psychiatric Hospital of the Cross, Jal Eddib, Lebanon
| | - Anthony Ghosn
- College of Pharmacy, Gulf Medical University, Ajman, United Arab Emirates
| | - Sahar Obeid
- Social and Education Sciences Department, School of Arts and Sciences, Lebanese American University, Jbeil, Lebanon
| |
Collapse
|
2
|
Yan Y, Zhang X, Lei T, Zheng P, Jiang C. The interrelationships between Chinese learners' trait emotional intelligence and teachers' emotional support in learners' engagement. BMC Psychol 2024; 12:35. [PMID: 38238861 PMCID: PMC10797987 DOI: 10.1186/s40359-024-01519-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2023] [Accepted: 01/03/2024] [Indexed: 01/22/2024] Open
Abstract
BACKGROUND One noteworthy concern within the realm of education is the level of engagement demonstrated by students. Among the factor that can have a crucial role in this domain is teacher support, especially emotional support which has an impact on several aspects of learners' education. Furthermore, various studies have investigated the relationship between Emotional Intelligence (EI) and learners' engagement. METHODS Accordingly, this study investigated the possible role of trait EI and the emotional support of teachers and how these constructs may work to associate learners' engagement. For this objective, a total of 309 Chinese students across different colleges and universities in 5 provinces of Beijing, Shanghai, Jiangsu, Hubei, and Shaanxi were enrolled. They were 126 females and 183 males, with ages ranging from 18 to 30 years old (Mean = 24.6). RESULTS The results of this research through running Structural Equation Modeling (SEM) demonstrated that teachers' emotional support and trait EI both can associate students' learning engagement. The final measurement model shows that about 73% of changes in learners' engagement can be associated by their trait EI and teachers' emotional support. CONCLUSIONS This study underscores the importance of emotional support from teachers and the trait of EI in relation to students' engagement in learning. Both factors were shown to play a significant role in associating student engagement. Moreover, this study could potentially have wider impacts on members of academic teams.
Collapse
Affiliation(s)
- Yao Yan
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Xusheng Zhang
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Tong Lei
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China
| | - Pei Zheng
- School of New Media Art, Xi'an Polytechnic University, 710048, Xi'an, China.
| | - Chao Jiang
- College of Art, Anhui University of Finance and Economics, 233000, Bengbu, China.
| |
Collapse
|
3
|
Córdova A, Caballero-García A, Drobnic F, Roche E, Noriega DC. Influence of Stress and Emotions in the Learning Process: The Example of COVID-19 on University Students: A Narrative Review. Healthcare (Basel) 2023; 11:1787. [PMID: 37372905 DOI: 10.3390/healthcare11121787] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 06/06/2023] [Accepted: 06/15/2023] [Indexed: 06/29/2023] Open
Abstract
Emotional instability and stress are the main disturbances that condition the learning process, affecting both teachers and students. The main objective of this review is to analyze the influence of stress and emotions (as part of stress) on the learning environment. Stress is a physiological mechanism that the organism develops to adapt and survive external and internal challenges. In this context, stress tends to be seen as a negative condition in the learning process when it is chronic. Extreme stress situations, such as the COVID-19 pandemic, can generate anxiety and frustration in students. However, other studies indicate that controlled stress can positively enhance the learning process. On the other hand, the quality and intensity of emotions resulting from stress can influence as well the learning process. Positive emotions are healthy and can promote optimal learning. Emotions lead to sentimental, cognitive, behavioral, and physiological changes, which will have a strong influence on intellectual performance. The activation of coping strategies constitutes a key mechanism for dealing positively with problems and challenges, generating positive emotions essential for the self-regulation of learning. In conclusion, correct management of emotions in stressful situations could promote effective learning through enhanced attention and capacity to solve problems.
Collapse
Affiliation(s)
- Alfredo Córdova
- Department de Bioquímica, Biología Molecular y Fisiología, Facultad de Ciencias de la Salud, GIR: "Ejercicio Físico y Envejecimiento", Universidad de Valladolid, Campus Universitario "Los Pajaritos", 42004 Soria, Spain
| | - Alberto Caballero-García
- Department de Anatomía y Radiología, Facultad de Ciencias de la Salud, GIR: "Ejercicio Físico y Envejecimiento", Universidad de Valladolid, Campus Universitario "Los Pajaritos", 42004 Soria, Spain
| | - Franchek Drobnic
- Medical Services Wolverhampton Wanderers FC, Wolverhampton WV3 9BF, UK
| | - Enrique Roche
- CIBER Fisiopatología de la Obesidad y Nutrición (CIBEROBN), Instituto de Salud Carlos III (ISCIII), 28029 Madrid, Spain
- Department of Applied Biology-Nutrition, Institute of Bioengineering, University Miguel Hernández, 03202 Elche, Spain
- Alicante Institute for Health and Biomedical Research (ISABIAL), 03010 Alicante, Spain
| | - David C Noriega
- Department Cirugía, Oftalmología, Otorrinolaringología y Fisioterapia, Facultad de Medicina, 47003 Valladolid, Spain
- Departamento de Columna Vertebral, Hospital Clínico Universitario de Valladolid, 47003 Valladolid, Spain
| |
Collapse
|
4
|
Liu Y, Afari E, Khine MS. Effect of non-cognitive factors on academic achievement among students in Suzhou: evidence from OECD SSES data. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s10212-022-00660-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
|
5
|
Association between Non-Verbal Intelligence and Academic Performance of Schoolchildren from Taza, Eastern Morocco. J Intell 2022; 10:jintelligence10030060. [PMID: 35997416 PMCID: PMC9397051 DOI: 10.3390/jintelligence10030060] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2022] [Revised: 07/29/2022] [Accepted: 08/11/2022] [Indexed: 11/17/2022] Open
Abstract
Interest in identifying factors influencing educational success is growing. It is often observed that a group of students share the same external variables (school environment) yet have different results, which states that individual variables have more impact on the determination of academic performance. Therefore, the present study aimed to substantiate this fact by investigating the association between non-verbal fluid intelligence and academic performance in a population of schoolchildren in Eastern Morocco. The investigation was a cross-sectional study based on a self-administered questionnaire. Items included the standard Raven's progressive matrices. Students' grades were collected from the administrative offices of the visited schools. Significant and positive correlations between the non-verbal intelligence scores and the school results were found: for the general average, the correlation was 0.574; for the school subject French, the correlation coefficient was 0.475; and for mathematics, we found a relatively low coefficient of 0.381. Non-verbal fluid intelligence significantly and positively predicted academic performance (β = .574, p = .000). These results call for policymakers to implement the use of intelligence tests with school directors and teachers as a diagnostic tool to guide support efforts for low-achieving children and even to create pilot classes for the best-performing students.
Collapse
|
6
|
Development of metacognitive competencies of students in the process of constructing mathematical problems for younger students. ACTA BIOMEDICA SCIENTIFICA 2022. [DOI: 10.29413/abs.2022-7.2.23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/21/2022] Open
Abstract
The article presents a description of the study of the effectiveness of methodological tools aimed at developing metacognitive competence in future elementary school teachers in the classroom on the methodology of teaching mathematics to younger students.The aim of the study is to empirically test the effectiveness of a set of methodological techniques used in the classroom on the methodology of teaching mathematics to future elementary school teachers as a means of developing their metacognitive competencies. The hypothesis of the study is the assumption that one of the effective means of developing metacognitive competencies in future elementary school teachers is special classes for compiling original scenarios of verbal mathematical problems for younger students. A professionally developed verbal composition of a mathematical problem sets the vector of mental activity for the younger student. It requires the developer to build a forecast of the child’s mental actions, determine algorithms and levels of difficulty in obtaining the right solution. The study used methods for testing students’ cognitive characteristics (intelligence) and peer review of their “metacognitive knowledge”, “metacognitive skills”, “metacognitive experience” and “metacognitive strategies”. The methodological solutions implemented in the classroom have shown their effectiveness. For the practice of preparing future primary school teachers, it is important that the well-organized development of compositions of textual mathematical problems for younger students is an effective means of developing their metacognitive competencies.
Collapse
|
7
|
Somaa F, Asghar A, Hamid PF. Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis. Dev Neuropsychol 2021; 46:537-554. [PMID: 34755586 DOI: 10.1080/87565641.2021.1999455] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Emotional intelligence has been considered an important construct by schools and universities because of its theoretical importance and practical implications. Considerable resources and time have been spent by the educational institutions to develop the emotional skills of their students. The present meta-analysis aimed at studying the relationship of emotional intelligence, including its three theoretical models, with academic performance while accounting for age and gender as moderators. "Robumeta" package was used for the meta-analysis of multilevel random effects with robust variance estimation (RVE) in R version 4.0.3. Effect sizes were calculated and meta-regression analysis with RVE was used to assess the relationship with the moderator variables. A positive and significant overall relationship was found between emotional intelligence and academic performance (ρ = 0.19). The moderating effect of emotional intelligence with gender streams on emotional intelligence and academic performance's relationship was examined through meta-regression with robust variance estimation and sub-group analyses. Whereas the relationship between emotional intelligence and academic performance was not found to be moderated by age, it was found to be partially mediated by gender.
Collapse
Affiliation(s)
- Fahad Somaa
- Occupational Therapy Department, Faculty of Medical Rehabilitation Sciences, King AbdulAziz University, Jeddah, Saudi Arabia
| | - Andleeb Asghar
- Faculty of Pharmaceutical & Allied Health Sciences, Institute of Pharmacy, Lahore College for Women University, Pakistan.,Institute of Pharmaceutical Sciences, University of Veterinary and Animal Sciences, Lahore, Pakistan
| | | |
Collapse
|
8
|
Neves L, Martins M, Correia AI, Castro SL, Lima CF. Associations between vocal emotion recognition and socio-emotional adjustment in children. ROYAL SOCIETY OPEN SCIENCE 2021; 8:211412. [PMID: 34804582 PMCID: PMC8595998 DOI: 10.1098/rsos.211412] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/31/2021] [Accepted: 10/20/2021] [Indexed: 06/13/2023]
Abstract
The human voice is a primary channel for emotional communication. It is often presumed that being able to recognize vocal emotions is important for everyday socio-emotional functioning, but evidence for this assumption remains scarce. Here, we examined relationships between vocal emotion recognition and socio-emotional adjustment in children. The sample included 141 6- to 8-year-old children, and the emotion tasks required them to categorize five emotions (anger, disgust, fear, happiness, sadness, plus neutrality), as conveyed by two types of vocal emotional cues: speech prosody and non-verbal vocalizations such as laughter. Socio-emotional adjustment was evaluated by the children's teachers using a multidimensional questionnaire of self-regulation and social behaviour. Based on frequentist and Bayesian analyses, we found that, for speech prosody, higher emotion recognition related to better general socio-emotional adjustment. This association remained significant even when the children's cognitive ability, age, sex and parental education were held constant. Follow-up analyses indicated that higher emotional prosody recognition was more robustly related to the socio-emotional dimensions of prosocial behaviour and cognitive and behavioural self-regulation. For emotion recognition in non-verbal vocalizations, no associations with socio-emotional adjustment were found. A similar null result was obtained for an additional task focused on facial emotion recognition. Overall, these results support the close link between children's emotional prosody recognition skills and their everyday social behaviour.
Collapse
Affiliation(s)
- Leonor Neves
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Av. das Forças Armadas, 1649-026 Lisboa, Portugal
| | - Marta Martins
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Av. das Forças Armadas, 1649-026 Lisboa, Portugal
| | - Ana Isabel Correia
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Av. das Forças Armadas, 1649-026 Lisboa, Portugal
| | - São Luís Castro
- Centro de Psicologia da Universidade do Porto (CPUP), Faculdade de Psicologia e de Ciências da Educação da Universidade do Porto (FPCEUP), Porto, Portugal
| | - César F. Lima
- Centro de Investigação e Intervenção Social (CIS-IUL), Instituto Universitário de Lisboa (ISCTE-IUL), Av. das Forças Armadas, 1649-026 Lisboa, Portugal
- Institute of Cognitive Neuroscience, University College London, London, UK
| |
Collapse
|
9
|
Validation of the Bar-On EQ-i: YV (S) Inventory in Its Spanish Version: Gender-Based Invariance Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18041643. [PMID: 33572163 PMCID: PMC7915157 DOI: 10.3390/ijerph18041643] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/04/2020] [Revised: 02/03/2021] [Accepted: 02/05/2021] [Indexed: 11/18/2022]
Abstract
The purpose of this work is to verify the factorial structure and analyze the reliability of the Emotional Quotient Inventory (EQ-i): Youth Version (YV) (S) by evaluating emotional intelligence in a more extensive sample of Spanish adolescents than has been used to date, since this inventory has been employed in various studies but with a very limited number of participants. For this study, 5292 adolescents from all over Spain participated—male (51.2%) and female (48.8%) secondary education students between 11 and 19 years old, with an average age of 14.33. Data analysis included a Confirmatory Factor Analysis (CFA), reliability analysis, and model invariance as a function of gender. The CFA confirms that the data empirically support the theoretical model and that the goodness-of-fit indexes are adequate. The reliability analysis of the inventory presents a Cronbach’s alpha coefficient for the total scale of 0.76, and reliability indexes for each of the factors range between 0.63 and 0.80. The findings show that the model indicates invariance related to gender.
Collapse
|
10
|
White R, Russell G, Qualter P, Owens M, Psychogiou L. Do peer relationships mediate the association between children’s facial emotion recognition ability and their academic attainment? Findings from the ALSPAC study. CONTEMPORARY EDUCATIONAL PSYCHOLOGY 2021. [DOI: 10.1016/j.cedpsych.2021.101942] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/11/2022]
|
11
|
Amutio Careaga A, López-González L, Oriol Granado X, Pérez-Escoda N. Predicción del rendimiento académico a través de la práctica de relajación-meditación-mindfulness y el desarrollo de competencias emocionales. UNIVERSITAS PSYCHOLOGICA 2021. [DOI: 10.11144/javeriana.upsy19.prat] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Este estudio tiene un doble objetivo, por un lado, conocer las relaciones existentes entre REMIND (relajación, meditación y mindfulness) competencia emocional (CE) y rendimiento académico (RA) en adolescentes; por el otro, analizar si la CE hace el rol de mediador entre REMIND y RA. La muestra se compone de 1 120 estudiantes de educación secundaria y bachillerato (51.96% mujeres) con una media de edad de 14.27 (DE =1.64). El análisis estadístico consistió fundamentalmente en comprobar la adecuación de las variables en cada uno de los modelos de ecuación estructural propuestos. En primer lugar, se calcularon los modelos de medida para después calcular los modelos SEM. Los resultados mostraron unas buenas relaciones entre variables y unos indicadores de ajuste aceptables para los modelos de medida. Así mismo, en el modelo global la CE aparece también como mediador entre REMIND y RA. Se concluye que las influencias en el RA ejercidas por REMIND en los modelos analizados son indirectas, a través de las competencias emocionales. Como conclusión, se destaca la conveniencia de que los docentes ejerciten en el aula programas o, al menos, ejercicios de REMIND para potenciar las competencias emocionales del alumnado y mejorar su RA.
Collapse
|
12
|
Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study. SUSTAINABILITY 2020. [DOI: 10.3390/su122410474] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The relationship between emotional intelligence (EI) and academic achievement has received a lot of attention in the school environment. The objective of this study is to identify which EI components are more related to linguistic competences in primary education. One hundred eighty students between 8 and 11 years of age participated in the study. We administered the BarOn EI Inventory, the intellectual skills test (EFAI) to determine the intellectual abilities, and a test of basic linguistic competences. The results showed that the EI factors of adaptability and interpersonal had the strongest impact on linguistic competences. Specifically, adaptability was the EI component more related to reading comprehension, explaining 13.2% of the reading score’s variance, while adaptability and stress management were the best predictors of writing skills, accounting for 15.4% of the variance of the writing score. These results point to the need to consider emotional competences to help students reach academic success and personal well-being.
Collapse
|
13
|
Effectiveness of an Emotional Intelligence Intervention and Its Impact on Academic Performance in Spanish Pre-Adolescent Elementary Students: Results from the EDI Program. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17207621. [PMID: 33086726 PMCID: PMC7588891 DOI: 10.3390/ijerph17207621] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/07/2020] [Revised: 10/15/2020] [Accepted: 10/16/2020] [Indexed: 11/17/2022]
Abstract
There is clear agreement about the importance of promoting emotional intelligence in school through programs integrated in the academic curriculum. The objective of this study is to analyze the impact of the EDI program on the emotional intelligence trait and on general academic performance, as well as mathematics and language performance. The participants were 5th grade elementary school students between 10 and 11 years old. A quasi-experimental repeated-measures design was used, with a comparison group and four assessment points. The results showed, on the one hand, the effectiveness of a two-year intervention in improving emotional intelligence and, on the other hand, its positive influence on academic performance in general, and specifically on mathematics and language performance. In the non-intervention group, general academic performance and language performance declined. The results are discussed, and recommendations are made for future interventions.
Collapse
|
14
|
Voltmer K. Validierung des Adaptiven Tests des Emotionswissens für drei- bis neunjährige Kinder (ATEM 3 – 9). DIAGNOSTICA 2020. [DOI: 10.1026/0012-1924/a000244] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Das Emotionswissen von Kindern umfasst neben dem Ablesen von Emotionen aus Gesichtern anderer Menschen auch das Erkennen von externalen und internalen Ursachen von Emotionen sowie das Wissen über ihre Konsequenzen und Regulationsmöglichkeiten. Im deutschsprachigen Raum gibt es bisher kein Testverfahren, welches das Emotionswissen auf diese Weise differenziert und gleichzeitig reliabel und valide erfasst. Mit dem Adaptiven Test des Emotionswissens (ATEM) wird diese Lücke geschlossen. Der ATEM fragt in einem adaptiven Design 6 Teilaspekte des Emotionswissens ab, wobei die 32 Items in eine kinderfreundliche Geschichte eingebettet sind. Der nach der Item-Response-Theorie aufgebaute Test zeigt mit einer Gesamtstichprobe von N = 581 Kindern im Alter zwischen 3 und 9 Jahren gute psychometrische Eigenschaften. In einer Substichprobe von n = 254 Kindern im Alter zwischen 3 und 5 Jahren wurde der ATEM anhand von Korrelationen mit verschiedenen Variablen validiert. Insgesamt eignet sich der ATEM gut zur differenzierten Messung des Emotionswissens bei Kindern.
Collapse
|
15
|
Agnoli S, Mancini G, Andrei F, Trombini E. The Relationship Between Trait Emotional Intelligence, Cognition, and Emotional Awareness: An Interpretative Model. Front Psychol 2019; 10:1711. [PMID: 31417455 PMCID: PMC6682649 DOI: 10.3389/fpsyg.2019.01711] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2018] [Accepted: 07/09/2019] [Indexed: 11/25/2022] Open
Abstract
Emotional awareness (EA) has been defined as the cognitive skill devoted to the identification and description of one’s own and others’ emotional experiences, an ability that has usually been conceptualized along with the development of cognitive intelligence. Despite this, EA has also been deemed a central constituent of Emotional Intelligence (EI), a construct that captures individual differences in how we perceive, communicate, regulate, and understand our own emotions, as well as the emotions of others. The overlap between the cognitive and the emotional domain in the definition of the EA construct has created several difficulties in both its understanding and its usage, so much so that several questions regarding its nature and structure remain unanswered. The aim of the present work was to test in a unique model the explanatory role of both trait EI and fluid nonverbal intelligence on EA variability in children, controlling for the effect of age, a variable strictly related to cognitive development, as well as gender, which is highly associated with trait EI during childhood. Four hundred and eighty-eight pupils (258 females and 230 males) ranging from 8 to 12 years old completed the Levels of Emotional Awareness Scale for Children, the Trait Emotional Intelligence Questionnaire – Child Form, and a measure of pure non-verbal reasoning ability, the Raven’s Progressive Matrices. The results of a structural equation model showed a positive explanatory power of both Raven and TEIQue scores on EA, revealing that both cognitive intelligence and trait EI significantly explained EA. The same model also showed an indirect effect of age, via intelligence scores, on EA, suggesting that the increase of EA with age could be partially imputed to the development of intelligence. Finally, a relation between gender and TEIQue scores confirmed higher trait EI scores in girls than in boys. The implications emerging from this model are discussed.
Collapse
Affiliation(s)
- Sergio Agnoli
- Marconi Institute for Creativity, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Giacomo Mancini
- Department of Education, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Federica Andrei
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
| | - Elena Trombini
- Department of Psychology, Alma Mater Studiorum University of Bologna, Bologna, Italy
| |
Collapse
|
16
|
Emotional Intelligence and the Practice of Organized Physical-Sport Activity in Children. SUSTAINABILITY 2019. [DOI: 10.3390/su11061615] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Aim: Taking into account Bar-On’s postulations about social-emotional intelligence, the aim of the current work is to find out the differences in the five dimensions of this intelligence between children that practice organized sport and those children that do not practice it at the elementary school level. Method: A randomly selected sample of 940 children from elementary schools, ranging in age from 6 to 12 years old, attending different schools from the Autonomous Community of Extremadura (Spain), was used. Results: The results showed that children who practiced organized sport had better abilities at the intrapersonal and interpersonal level, better adaptability and mood states, and greater emotional intelligence than those who did not. The findings regarding gender and age indicated greater values in girls of emotional intelligence, highlighting the interpersonal dimension, as well as mood state scores, whereas younger children showed greater intrapersonal intelligence and less stress management. Moreover, children who practiced for three or more hours per day had a greater ability to cope with stress than those children who practiced for fewer hours a day. Conclusions: To conclude, it is important to promote federative sport practice in elementary education in order to ensure that children learn to better regulate and manage their emotions.
Collapse
|
17
|
Piqueras JA, Mateu-Martínez O, Cejudo J, Pérez-González JC. Pathways Into Psychosocial Adjustment in Children: Modeling the Effects of Trait Emotional Intelligence, Social-Emotional Problems, and Gender. Front Psychol 2019; 10:507. [PMID: 30915003 PMCID: PMC6423078 DOI: 10.3389/fpsyg.2019.00507] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2018] [Accepted: 02/20/2019] [Indexed: 11/13/2022] Open
Abstract
Trait Emotional intelligence (Trait EI) can be understood as a personality trait related to individual differences in recognition, processing, and the regulation of emotionally charged information. Trait EI has been considered a variable of great importance in determining psychosocial adjustment. However, most research on Trait EI has focused on adult and adolescent populations, while very few studies have explored its influence on children. The aim of this study was to analyze possible pathways into psychosocial adjustment in children by examining the combined effects of Trait EI and emotional and social problems. It also aimed to assess the possible mediating role of gender in this relationship. A total of 268 Spanish children participated in this study, ranging in age from 8 to 12 years (mean age = 10.09, SD = 1.32, 45.10% male). Selected measures were applied through a web-based survey called DetectaWeb. The regression and mediation/moderation analyses confirmed that psychosocial adjustment in children was determined by Trait EI directly and by emotional and social problems in an indirect way. Together, the three variables explained 46% of the variance in psychosocial adjustment, although Trait EI was the most powerful predictor (44%), demonstrating incremental validity over and above social and emotional problems. In addition, gender was shown to be a moderating variable between Trait EI and psychosocial adjustment; for girls specifically, lower Trait EI scores were a determinant of lower levels of psychosocial adjustment, regardless of emotional and social problems. It can be concluded that the identified pathways provide keys for emotional education interventions aimed at promoting psychosocial adjustment, well-being, and good mental health among children. Our findings support the buffer role of Trait EI against maladjustment risk in children, but more clearly in girls.
Collapse
Affiliation(s)
- Jose A. Piqueras
- Department of Health Psychology, Miguel Hernandez University of Elche, Elche, Spain
| | | | - Javier Cejudo
- Department of Psychology, Faculty of Education, University of Castilla–La Mancha, Ciudad Real, Spain
| | - Juan-Carlos Pérez-González
- Emotional Education Laboratory (EDUEMO Lab), Faculty of Education, National University of Distance Education (UNED), Madrid, Spain
| |
Collapse
|
18
|
Amrhein A, Breuker JJ, Rost DH. „Emotionale Intelligenz“ mit einem Fragebogen messen? DIAGNOSTICA 2018. [DOI: 10.1026/0012-1924/a000208] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
Zusammenfassung. Die faktorielle Validität des Trait Emotional Intelligence Questionnaire – Adolescent Short Form (TEIQue-ASF) und der Beitrag der damit erfassten „Emotionalen Intelligenz“ (EI) zur Aufklärung von Schulerfolg wurden an N = 711 deutschen Schülerinnen und Schüler der 6., 7. und 8. Jahrgangsstufe überprüft. Explorative und konfirmatorische Faktorenanalysen ergaben, dass weder das zugrundeliegende theoretische Vier-Faktoren-Modell noch der für die Kurzform vorgesehene globale EI-Wert mit den Daten vereinbar waren. Stattdessen resultierte eine dreifaktorielle Lösung mit 9 Items, welche auch im Vergleich zu Alternativmodellen am besten auf die Daten passte. Jenseits von verbaler Intelligenz und klassischen Persönlichkeitsvariablen lieferte der TEIQue-ASF keinen bedeutsamen Beitrag zur Varianzaufklärung der Schulleistung (Notendurchschnitt). Die Nützlichkeit des TEIQue-ASF wird diskutiert, weitere Validitätsüberprüfungen werden dringend empfohlen.
Collapse
Affiliation(s)
| | - Julia J. Breuker
- Philipps-Universität Marburg, Fachbereich Psychologie, Fachbereich Psychologie, Begabungsdiagnostische Beratungsstelle BRAIN
| | - Detlef H. Rost
- Southwest University Chongqing, Faculty of Psychology
- Philipps-Universität Marburg, Fachbereich Psychologie, Fachbereich Psychologie, Begabungsdiagnostische Beratungsstelle BRAIN
| |
Collapse
|
19
|
Truninger M, Fernández-i-Marín X, Batista-Foguet JM, Boyatzis RE, Serlavós R. The Power of EI Competencies Over Intelligence and Individual Performance: A Task-Dependent Model. Front Psychol 2018; 9:1532. [PMID: 30245651 PMCID: PMC6137254 DOI: 10.3389/fpsyg.2018.01532] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2018] [Accepted: 08/02/2018] [Indexed: 11/20/2022] Open
Abstract
Prior research on emotional intelligence (EI) has highlighted the use of incremental models that assume EI and general intelligence (or g) make independent contributions to performance. Questioning this assumption, we study EI's moderation power over the relationship between g and individual performance, by designing and testing a task-dependent interaction model. Reconciling divergent findings in previous studies, we propose that whenever social tasks are at stake, g has a greater effect on performance as EI increases. By contrast, in analytic tasks, a compensatory (or negative) interaction is expected, whereby at higher levels of EI, g contributes to performance at a lesser extent. Based on a behavioral approach to EI, using 360-degree assessments of EI competencies, our findings show that EI moderates the effect of g on the classroom performance of 864 MBA business executives. Whilst in analytic tasks g has a stronger effect on performance at lower levels of EI competencies, our data comes short to show a positive interaction of EI and g in affecting performance on social tasks. Contributions and implications to research and practice are discussed.
Collapse
Affiliation(s)
- Margarida Truninger
- ESADE Business School, Barcelona, Spain
- Center for Creative Leadership, Greensboro, NC, United States
| | | | | | - Richard E. Boyatzis
- Department of Organizational Behavior, Case Western Reserve University, Cleveland, OH, United States
| | | |
Collapse
|
20
|
Three meta-analyses of children's emotion knowledge and their school success. LEARNING AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.lindif.2017.08.006] [Citation(s) in RCA: 32] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
21
|
Franco MDG, Beja MJ, Candeias A, Santos N. Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal. Front Psychol 2017; 8:1376. [PMID: 28861014 PMCID: PMC5559500 DOI: 10.3389/fpsyg.2017.01376] [Citation(s) in RCA: 26] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2017] [Accepted: 07/28/2017] [Indexed: 11/29/2022] Open
Abstract
This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success.
Collapse
Affiliation(s)
- Maria da Glória Franco
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
| | - Maria J Beja
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
| | - Adelinda Candeias
- Department of Psychology, School of Social Sciences, University of ÉvoraÉvora, Portugal
| | - Natalie Santos
- Department of Psychology, Faculty of Arts and Humanities, University of MadeiraFunchal, Portugal
| |
Collapse
|
22
|
Pardeller S, Frajo-Apor B, Kemmler G, Hofer A. Emotional Intelligence and cognitive abilities - associations and sex differences. PSYCHOL HEALTH MED 2017; 22:1001-1010. [PMID: 27852112 PMCID: PMC5744855 DOI: 10.1080/13548506.2016.1255766] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
In order to expand on previous research, this cross-sectional study investigated the relationship between Emotional Intelligence (EI) and cognitive abilities in healthy adults with a special focus on potential sex differences. EI was assessed by means of the Mayer-Salovey-Caruso-Emotional-Intelligence Test (MSCEIT), whereas cognitive abilities were investigated using the Brief Assessment of Cognition in Schizophrenia (BACS), which measures key aspects of cognitive functioning, i.e. verbal memory, working memory, motor speed, verbal fluency, attention and processing speed, and reasoning and problem solving. 137 subjects (65% female) with a mean age of 38.7 ± 11.8 years were included into the study. While males and females were comparable with regard to EI, men achieved significantly higher BACS composite scores and outperformed women in the BACS subscales motor speed, attention and processing speed, and reasoning and problem solving. Verbal fluency significantly predicted EI, whereas the MSCEIT subscale understanding emotions significantly predicted the BACS composite score. Our findings support previous research and emphasize the relevance of considering cognitive abilities when assessing ability EI in healthy individuals.
Collapse
Affiliation(s)
- Silvia Pardeller
- a Division of Psychiatry I, Department of Psychiatry, Psychotherapy and Psychosomatics , Medical University Innsbruck , Innsbruck , Austria
| | - Beatrice Frajo-Apor
- a Division of Psychiatry I, Department of Psychiatry, Psychotherapy and Psychosomatics , Medical University Innsbruck , Innsbruck , Austria
| | - Georg Kemmler
- a Division of Psychiatry I, Department of Psychiatry, Psychotherapy and Psychosomatics , Medical University Innsbruck , Innsbruck , Austria
| | - Alex Hofer
- a Division of Psychiatry I, Department of Psychiatry, Psychotherapy and Psychosomatics , Medical University Innsbruck , Innsbruck , Austria
| |
Collapse
|
23
|
Li D, Liu T, Zhang X, Wang M, Wang D, Shi J. Fluid intelligence, emotional intelligence, and the Iowa Gambling Task in children. INTELLIGENCE 2017. [DOI: 10.1016/j.intell.2017.04.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
|
24
|
Andrei F, Smith MM, Surcinelli P, Baldaro B, Saklofske DH. The Trait Emotional Intelligence Questionnaire. MEASUREMENT AND EVALUATION IN COUNSELING AND DEVELOPMENT 2017. [DOI: 10.1177/0748175615596786] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
|
25
|
Hindt LA, Davis L, Schubert EC, Poehlmann-Tynan J, Shlafer RJ. Comparing Emotion Recognition Skills among Children with and without Jailed Parents. Front Psychol 2016; 7:1095. [PMID: 27504101 PMCID: PMC4958629 DOI: 10.3389/fpsyg.2016.01095] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/02/2016] [Accepted: 07/06/2016] [Indexed: 11/25/2022] Open
Abstract
Approximately five million children in the United States have experienced a co-resident parent’s incarceration in jail or prison. Parental incarceration is associated with multiple risk factors for maladjustment, which may contribute to the increased likelihood of behavioral problems in this population. Few studies have examined early predictors of maladjustment among children with incarcerated parents, limiting scholars’ understanding about potential points for prevention and intervention. Emotion recognition skills may play a role in the development of maladjustment and may be amenable to intervention. The current study examined whether emotion recognition skills differed between 3- to 8-year-old children with and without jailed parents. We hypothesized that children with jailed parents would have a negative bias in processing emotions and less accuracy compared to children without incarcerated parents. Data were drawn from 128 families, including 75 children (53.3% male, M = 5.37 years) with jailed parents and 53 children (39.6% male, M = 5.02 years) without jailed parents. Caregivers in both samples provided demographic information. Children performed an emotion recognition task in which they were asked to produce a label for photos expressing six different emotions (i.e., happy, surprised, neutral, sad, angry, and fearful). For scoring, the number of positive and negative labels were totaled; the number of negative labels provided for neutral and positive stimuli were totaled (measuring negative bias/overextension of negative labels); and valence accuracy (i.e., positive, negative, and neutral) and label accuracy were calculated. Results indicated a main effect of parental incarceration on the number of positive labels provided; children with jailed parents presented significantly fewer positive emotions than the comparison group. There was also a main effect of parental incarceration on negative bias (the overextension of negative labels); children with jailed parents had a negative bias compared to children without jailed parents. However, these findings did not hold when controlling for child age, race/ethnicity, receipt of special education services, and caregiver education. The results provide some evidence for the effect of the context of parental incarceration in the development of negative emotion recognition biases. Limitations and implications for future research and interventions are discussed.
Collapse
Affiliation(s)
- Lauren A Hindt
- Department of Psychology, Loyola University Chicago, Chicago IL, USA
| | - Laurel Davis
- Department of Pediatrics, University of Minnesota, Minneapolis MN, USA
| | - Erin C Schubert
- Institute of Child Development, University of Minnesota, Minneapolis MN, USA
| | - Julie Poehlmann-Tynan
- Human Development and Family Studies, School of Human Ecology, University of Wisconsin-Madison, Madison WI, USA
| | - Rebecca J Shlafer
- Department of Pediatrics, University of Minnesota, Minneapolis MN, USA
| |
Collapse
|
26
|
Petrides KV, Mikolajczak M, Mavroveli S, Sanchez-Ruiz MJ, Furnham A, Pérez-González JC. Developments in Trait Emotional Intelligence Research. EMOTION REVIEW 2016. [DOI: 10.1177/1754073916650493] [Citation(s) in RCA: 219] [Impact Index Per Article: 27.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Trait emotional intelligence (“trait EI”) concerns our perceptions of our emotional abilities, that is, how good we believe we are in terms of understanding, regulating, and expressing emotions in order to adapt to our environment and maintain well-being. In this article, we present succinct summaries of selected findings from research on (a) the location of trait EI in personality factor space, (b) the biological underpinnings of the construct, (c) indicative applications in the areas of clinical, health, social, educational, organizational, and developmental psychology, and (d) trait EI training. Findings to date suggest that individual differences in trait EI are a consistent predictor of human behavior across the life span.
Collapse
Affiliation(s)
- K. V. Petrides
- London Psychometric Laboratory, University College London, UK
| | | | | | | | - Adrian Furnham
- Department of Clinical, Educational, and Health Psychology, University College London, UK
| | | |
Collapse
|
27
|
Roth B, Becker N, Romeyke S, Schäfer S, Domnick F, Spinath FM. Intelligence and school grades: A meta-analysis. INTELLIGENCE 2015. [DOI: 10.1016/j.intell.2015.09.002] [Citation(s) in RCA: 139] [Impact Index Per Article: 15.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/22/2023]
|
28
|
Perera HN. The Role of Trait Emotional Intelligence in Academic Performance: Theoretical Overview and Empirical Update. THE JOURNAL OF PSYCHOLOGY 2015; 150:229-51. [PMID: 26515326 DOI: 10.1080/00223980.2015.1079161] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/28/2022] Open
Abstract
Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.
Collapse
|
29
|
Andrei F, Mancini G, Mazzoni E, Russo P, Baldaro B. Social status and its link with personality dimensions, trait emotional intelligence, and scholastic achievement in children and early adolescents. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2015.07.014] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
|
30
|
MacNamara A, Vergés A, Kujawa A, Fitzgerald KD, Monk CS, Phan KL. Age-related changes in emotional face processing across childhood and into young adulthood: Evidence from event-related potentials. Dev Psychobiol 2015. [PMID: 26220144 DOI: 10.1002/dev.21341] [Citation(s) in RCA: 33] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Socio-emotional processing is an essential part of development, and age-related changes in its neural correlates can be observed. The late positive potential (LPP) is a measure of motivated attention that can be used to assess emotional processing; however, changes in the LPP elicited by emotional faces have not been assessed across a wide age range in childhood and young adulthood. We used an emotional face matching task to examine behavior and event-related potentials (ERPs) in 33 youth aged 7-19 years old. Younger children were slower when performing the matching task. The LPP elicited by emotional faces but not control stimuli (geometric shapes) decreased with age; by contrast, an earlier ERP (the P1) decreased with age for both faces and shapes, suggesting increased efficiency of early visual processing. Results indicate age-related attenuation in emotional processing that may stem from greater efficiency and regulatory control when performing a socio-emotional task.
Collapse
Affiliation(s)
- Annmarie MacNamara
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL.
| | - Alvaro Vergés
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
| | - Autumn Kujawa
- Department of Psychiatry, University of Illinois at Chicago, Chicago, IL
| | | | | | - K Luan Phan
- Departments of Psychiatry, Psychology and Anatomy and Cell Biology, and the Graduate Program in Neuroscience, University of Illinois at Chicago, Chicago, IL
| |
Collapse
|
31
|
Lanciano T, Curci A. Incremental validity of emotional intelligence ability in predicting academic achievement. AMERICAN JOURNAL OF PSYCHOLOGY 2015; 127:447-61. [PMID: 25603581 DOI: 10.5406/amerjpsyc.127.4.0447] [Citation(s) in RCA: 21] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
We tested the incremental validity of an ability measure of emotional intelligence (El) in predicting academic achievement in undergraduate students, controlling for cognitive abilities and personality traits. Academic achievement has been conceptualized in terms of the number of exams, grade point average, and study time taken to prepare for each exam. Additionally, gender differences were taken into account in these relationships. Participants filled in the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT), the Raven's Advanced Progressive Matrices, the reduced version of the Eysenck Personality Questionnaire, and academic achievement measures. Results showed that El abilities were positively related to academic achievement indices, such as the number of exams and grade point average; total El ability and the Perceiving branch were negatively associated with the study time spent preparing for exams. Furthermore, El ability adds a percentage of incremental variance with respect to cognitive ability and personality variables in explaining scholastic success. The magnitude of the associations between El abilities and academic achievement measures was generally higher for men than for women. Jointly considered, the present findings support the incremental validity of the MSCEIT and provide positive indications of the importance of El in students' academic development. The helpfulness of El training in the context of academic institutions is discussed.
Collapse
|
32
|
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school. LEARNING AND INDIVIDUAL DIFFERENCES 2015. [DOI: 10.1016/j.lindif.2014.11.011] [Citation(s) in RCA: 39] [Impact Index Per Article: 4.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
|
33
|
Billings CE, Downey LA, Lomas JE, Lloyd J, Stough C. Emotional Intelligence and scholastic achievement in pre-adolescent children. PERSONALITY AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.paid.2014.01.017] [Citation(s) in RCA: 18] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
|
34
|
Brouzos A, Misailidi P, Hadjimattheou A. Associations Between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2014. [DOI: 10.1177/0829573514521976] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study examined the relationship between trait emotional intelligence (EI) with children’s socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 ( n = 106) and 11 to 13 years ( n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with scales from the Teacher’s Report Form assessing socio-emotional problems and adaptive functioning at school. Trait EI was positively correlated with aspects of children’s adaptive functioning and academic achievement only in the 11- to 13-year-old but not in the 8- to 10-year-old group. Our results illustrate the importance of taking age into consideration when assessing the relationship between trait EI with socio-emotional adjustment at school and academic achievement. The consequences and limitations of these findings are discussed.
Collapse
|
35
|
Laborde S, Lautenbach F, Allen MS, Herbert C, Achtzehn S. The role of trait emotional intelligence in emotion regulation and performance under pressure. PERSONALITY AND INDIVIDUAL DIFFERENCES 2014. [DOI: 10.1016/j.paid.2013.09.013] [Citation(s) in RCA: 42] [Impact Index Per Article: 4.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
|
36
|
Downey LA, Lomas J, Billings C, Hansen K, Stough C. Scholastic Success. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2013. [DOI: 10.1177/0829573513505411] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
The aim of the current study was to examine the role of fluid intelligence, personality traits, and emotional intelligence (EI) in predicting female Year 9 students’ grade point average (GPA) and to determine whether any differences in scholastic performance were related to differences in EI or Personality. Two-hundred and forty-three female secondary students who were enrolled in Year 9 (age: M = 14.63 years, SD = 0.49) completed the Adolescent Swinburne University EI Test, Raven’s Standard Progressive Matrices, and the Mini International Personality Item Pool (Mini-IPIP) and a GPA was calculated from the core subjects. The results revealed that higher GPAs were related to higher levels of Emotional Management and Control (EMC), Conscientiousness, and lower levels of Extraversion. The stepwise regression analysis revealed that variation in GPA was accounted for by IQ (21.8%), Conscientiousness, Extraversion, and EMC. It was concluded that the consistent predictive efficacy of EI skills in relation to scholastic outcomes, although modest in comparison to IQ, should be considered important, especially in the context of students achieving grades appropriate to their intellect across their schooling experience.
Collapse
Affiliation(s)
- Luke A. Downey
- Swinburne University of Technology, Melbourne, Victoria, Australia
- Swansea University, Wales, UK
| | - Justine Lomas
- Swinburne University of Technology, Melbourne, Victoria, Australia
| | - Clare Billings
- Swinburne University of Technology, Melbourne, Victoria, Australia
| | - Karen Hansen
- Swinburne University of Technology, Melbourne, Victoria, Australia
| | - Con Stough
- Swinburne University of Technology, Melbourne, Victoria, Australia
| |
Collapse
|
37
|
Sanchez-Ruiz MJ, Mavroveli S, Poullis J. Trait emotional intelligence and its links to university performance: An examination. PERSONALITY AND INDIVIDUAL DIFFERENCES 2013. [DOI: 10.1016/j.paid.2012.11.013] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/27/2022]
|