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Valero-Esteban JM, Alcover CM, Pastor Y, Moreno-Díaz A, Verde A. Emotions and music through an innovative project during compulsory secondary education. Heliyon 2024; 10:e25765. [PMID: 38390118 PMCID: PMC10881527 DOI: 10.1016/j.heliyon.2024.e25765] [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: 11/30/2022] [Revised: 12/11/2023] [Accepted: 02/01/2024] [Indexed: 02/24/2024] Open
Abstract
This article presents the results and main conclusions of a quasi-experimental study after the implementation of an innovative project extended as a multi-year programme, called 'MusMotion', applied in compulsory secondary education, which is based on the relationship between music and emotions, as well as its effects on the academic performance of adolescents. The research analysed and tested an educational innovation project that improves students' academic performance, as well as the classroom climate between teachers and students (N = 444). A key strand of this research concerns the use of music to support students' emotional development and awareness. As we will explain, the results of this research have shown positive outcomes that have direct implications for pedagogy and classroom practice. The results confirm that there is a relationship between emotions and students' academic performance, and the innovative educational programme MusMotion can help to improve students' academic performance and the classroom climate by improving their state of mind. Educational systems, through the management of emotions via music, could help many children who today may have difficulty with their emotions.
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Affiliation(s)
| | | | - Yolanda Pastor
- Faculty of Health Sciences, Rey Juan Carlos University, Madrid, Spain
| | - Arminda Moreno-Díaz
- Departamento de Inteligencia Artificial, Universidad Politécnica de Madrid, Madrid, Spain
| | - Ana Verde
- Faculty of Education and Sport Sciences and Interdisciplinary Studies, Rey Juan Carlos University, Madrid, Spain
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2
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Ullah MS, Akhter S, Aziz MA, Islam M. Social support: mediating the emotional intelligence-academic stress link. Front Psychol 2023; 14:1218636. [PMID: 37736153 PMCID: PMC10509480 DOI: 10.3389/fpsyg.2023.1218636] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Accepted: 08/07/2023] [Indexed: 09/23/2023] Open
Abstract
Introduction This study examines the relationship between emotional intelligence (EI) and academic stress among tertiary-level students who continued academic activities remotely during the pandemic and the mediating role of social support (SS) in the relationship. Methods Using a cross-sectional survey design, 429 students studying business, engineering, social science, and science in Bangladesh provided data via Qualtrics. Using the Structural Equation Modeling in SmartPLS 4 (4.0.8.9), we modeled emotional intelligence as the reflective-formative and social support (support from family, friends, and significant other) and perceived academic stress as the reflective-reflective, second-order constructs. We also conducted a one-way between-groups analysis of variance (ANOVA) to investigate the impact of gender (male and female) and current stage of academic study (Undergraduate year one to four and post-graduation) on emotional intelligence and academic stress, respectively. Results and discussion Results show that all the hypothesized relationships are statistically significant: EI is negatively related to perceived academic stress, and SS significantly mediates the relationship between EI and academic stress. Hence, essential strategies are suggested to help students for managing academic stress.
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Affiliation(s)
| | | | | | - Muhaiminul Islam
- Department of Organization Strategy and Leadership, Faculty of Business Studies, University of Dhaka, Dhaka, Bangladesh
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3
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Perpiñà Martí G, Sidera F, Senar Morera F, Serrat Sellabona E. Executive functions are important for academic achievement, but emotional intelligence too. Scand J Psychol 2023. [PMID: 36843137 DOI: 10.1111/sjop.12907] [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: 03/10/2022] [Revised: 11/14/2022] [Accepted: 01/24/2023] [Indexed: 02/28/2023]
Abstract
Finding predictors of academic achievement has caught the interest of many educational researchers in the last decades. Two of the variables that have received considerable attention are emotional intelligence (EI) and executive functions (EF). However, only a few studies have considered their influence in the primary school stage. The aim of this study is to identify which EI components and specific EF are most related to academic achievement and to explore if these relationships vary among subjects. The sample comprised of 180 students between 8-11 years old. We administered the BarOn EI Inventory, tasks of EF and tests of mathematic and linguistic competences. The results showed that EF are better predictors of school performance than EI. Inhibition and working memory were the EF most associated with achievement while adaptability emerged as the EI dimension most linked to it. This study suggests that EI and EF should be consciously developed in classrooms.
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Affiliation(s)
| | - Francesc Sidera
- Department of Psychology, University of Girona, Girona, Spain
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4
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Extending Validation of a Social Emotional Health Measure For Middle School Students. CONTEMPORARY SCHOOL PSYCHOLOGY 2023; 27:92-103. [PMID: 35345478 PMCID: PMC8941839 DOI: 10.1007/s40688-022-00411-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Accepted: 03/05/2022] [Indexed: 11/22/2022]
Abstract
The Social Emotional Health Survey-Secondary-2020 (SEHS-S-2020) is a well-studied option for assessing social emotional health to support students within a multitiered system of school support. While a growing body of literature supports the SEHS-S-2020 measure for assessing student covitality, there is less validation evidence specifically for middle-school-aged students. The present study aimed to fill this gap in the literature by examining its use for younger adolescents. Study participants were from two samples, including a cross-sectional sample with 9,426 students in Grades 7-8 from 32 counties in California and a longitudinal sample with 414 students in Grades 6-8 from two middle schools. Data analyses examined structural validity, internal consistency, measurement invariance, criterion validity, predictive validity, and response stability. Results indicate excellent fit indices for a four-level higher-order measurement model, with adequate concurrent and one-year predictive validity coefficients, supporting the use of the SEHS-S-2020 measure with young adolescents in middle school settings. The discussion focuses on implications for assessing students' psychosocial assets, universal school-based screening, and cultural and intersectionality considerations when interpreting SEHS-S-2020 responses. Supplementary Information The online version contains supplementary material available at 10.1007/s40688-022-00411-x.
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5
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Waters L, Allen KA, Arslan G. Stress-Related Growth in Adolescents Returning to School After COVID-19 School Closure. Front Psychol 2021; 12:643443. [PMID: 34093323 PMCID: PMC8174561 DOI: 10.3389/fpsyg.2021.643443] [Citation(s) in RCA: 16] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Accepted: 04/12/2021] [Indexed: 12/02/2022] Open
Abstract
The move to remote learning during COVID-19 has impacted billions of students. While research shows that school closure, and the pandemic more generally, has led to student distress, the possibility that these disruptions can also prompt growth in is a worthwhile question to investigate. The current study examined stress-related growth (SRG) in a sample of students returning to campus after a period of COVID-19 remote learning (n = 404, age = 13-18). The degree to which well-being skills were taught at school (i.e., positive education) before the COVID-19 outbreak and student levels of SRG upon returning to campus was tested via structural equation modeling. Positive reappraisal, emotional processing, and strengths use in students were examined as mediators. The model provided a good fit [χ 2 = 5.37, df = 3, p = 0.146, RMSEA = 0.044 (90% CI = 0.00-0.10), SRMR = 0.012, CFI = 99, TLI = 0.99] with 56% of the variance in SRG explained. Positive education explained 15% of the variance in cognitive reappraisal, 7% in emotional processing, and 16% in student strengths use during remote learning. The results are discussed using a positive education paradigm with implications for teaching well-being skills at school to foster growth through adversity and assist in times of crisis.
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Affiliation(s)
- Lea Waters
- Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia
| | - Kelly-Ann Allen
- Centre for Positive Psychology, Melbourne Graduate School of Education, University of Melbourne, Parkville, VIC, Australia
- Faculty of Education, Monash University, Clayton, VIC, Australia
| | - Gökmen Arslan
- Department of Psychological Counselling and Guidance, Burdur Mehmet Akif Ersoy University, Burdur, Turkey
- International Network on Personal Meaning, Toronto, ON, Canada
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6
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Salokivi M, Salanterä S, Ala-Ruona E. Scoping review and concept analysis of early adolescents’ emotional skills: Towards development of a music therapy assessment tool. NORDIC JOURNAL OF MUSIC THERAPY 2021. [DOI: 10.1080/08098131.2021.1903977] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Maija Salokivi
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
| | - Sanna Salanterä
- Department of Nursing Science, University of Turku, Turku, Finland
| | - Esa Ala-Ruona
- Department of Music, Art and Culture Studies, University of Jyväskylä, Jyvaskyla, Finland
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7
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Toscano-Hermoso MD, Ruiz-Frutos C, Fagundo-Rivera J, Gómez-Salgado J, García-Iglesias JJ, Romero-Martín M. Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students. CHILDREN (BASEL, SWITZERLAND) 2020; 7:310. [PMID: 33419289 PMCID: PMC7767254 DOI: 10.3390/children7120310] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Revised: 12/16/2020] [Accepted: 12/18/2020] [Indexed: 11/24/2022]
Abstract
Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.
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Affiliation(s)
| | - Carlos Ruiz-Frutos
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
- Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador
| | - Javier Fagundo-Rivera
- Andalusian Health Service, Health Sciences Doctorate School, University of Huelva, 21007 Huelva, Spain
| | - Juan Gómez-Salgado
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
- Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador
| | - Juan Jesús García-Iglesias
- Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain; (C.R.-F.); (J.J.G.-I.)
| | - Macarena Romero-Martín
- Department of Nursing, Faculty of Nursing, University of Huelva, 21007 Huelva, Spain; (M.D.T.-H.); (M.R.-M.)
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8
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Gardner KJ, Qualter P, Whiteley H. Developmental correlates of emotional intelligence: Temperament, family environment and childhood trauma. AUSTRALIAN JOURNAL OF PSYCHOLOGY 2020. [DOI: 10.1111/j.1742-9536.2011.00010.x] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
| | - Pamela Qualter
- University of Central Lancashire, Psychology, Lancashire, Preston
| | - Helen Whiteley
- Edge Hill University, Department of Social and Psychological Sciences, Ormskirk, UK
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9
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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: 3] [Impact Index Per Article: 0.8] [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.
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Hanin V, Colognesi S, Van Nieuwenhoven C. From perceived competence to emotion regulation: assessment of the effectiveness of an intervention among upper elementary students. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2020. [DOI: 10.1007/s10212-020-00481-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022]
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11
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McCarthy SA, Ford TC, Lomas JE, Stough C. Subclinical autistic traits mediate the relationship between emotional intelligence and resiliency in adolescents. PERSONALITY AND INDIVIDUAL DIFFERENCES 2020. [DOI: 10.1016/j.paid.2020.109845] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
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12
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Can social and emotional learning improve children’s academic progress? Findings from a randomised controlled trial of the Promoting Alternative Thinking Strategies (PATHS) curriculum. EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION 2019. [DOI: 10.1007/s10212-019-00452-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Abstract
AbstractDespite the significant evidence base demonstrating the positive impact of the Promoting Alternative Thinking Strategies (PATHS) curriculum on children’s social-emotional and mental health outcomes, there has been very little research on its efficacy in improving academic attainment. More generally, the relationship between implementation variability and PATHS intervention outcomes has been underexplored. A cluster-randomised controlled trial with two arms: intervention (PATHS – 23 schools) and control (usual practice – 22 schools) was implemented to assess the impact of PATHS on English and Mathematics for children in years 5 (aged 9–10 years, n = 1705 pupils) and 6 (aged 10–11 years, n = 1631 pupils) in English primary schools. Two-level hierarchical linear models (school, child) were used to assess both primary ‘intention-to-treat’ effects and secondary ‘subgroup’ effects (for children eligible for free school meals). Additionally, the moderating role of implementation variability was assessed in 31 year 5 (n = 712 pupils) and 32 year 6 (n = 732 pupils) classes across the 23 intervention schools, with fidelity, dosage, quality/responsiveness and reach data generated via classroom-level structured lesson observations. Intention-to-treat and subgroup analyses revealed no significant positive effect of PATHS on children’s academic attainment. Cluster analyses of observational data revealed four distinct implementation profiles, differentiated primarily by dosage levels. However, these profiles were not significantly associated with differential academic outcomes. In light of our findings and their likely generalisability, it is not possible to recommend PATHS as an effective intervention for improving the academic attainment of children in English primary schools.Trial registration: ISRCTN85087674
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Cejudo J, López-Delgado ML, Losada L. Effectiveness of the videogame “Spock” for the improvement of the emotional intelligence on psychosocial adjustment in adolescents. COMPUTERS IN HUMAN BEHAVIOR 2019. [DOI: 10.1016/j.chb.2018.09.028] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
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14
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Trait Emotional Intelligence and Young Adolescents’ Positive and Negative Affect: The Mediating Roles of Personal Resilience, Social Support, and Prosocial Behavior. CHILD & YOUTH CARE FORUM 2019. [DOI: 10.1007/s10566-019-09536-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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15
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Bosacki S, Moreira FP, Sitnik V, Andrews K, Talwar V. Theory of Mind, Self-Knowledge, and Perceptions of Loneliness in Emerging Adolescents. The Journal of Genetic Psychology 2019; 181:14-31. [DOI: 10.1080/00221325.2019.1687418] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
Affiliation(s)
- Sandra Bosacki
- Department of Educational Studies, Brock University, Saint Catharines, Ontario, Canada
| | | | - Valentina Sitnik
- Department of Educational Studies, Brock University, Saint Catharines, Ontario, Canada
| | - Katherine Andrews
- Department of Counselling and Educational Psychology, McGill University, Montreal, Quebec, Canada
| | - Victoria Talwar
- Department of Counselling and Educational Psychology, McGill University, Montreal, Quebec, Canada
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16
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Chen S. Chinese Adolescents' Emotional Intelligence, Perceived Social Support, and Resilience-The Impact of School Type Selection. Front Psychol 2019; 10:1299. [PMID: 31244719 PMCID: PMC6579893 DOI: 10.3389/fpsyg.2019.01299] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/29/2019] [Accepted: 05/17/2019] [Indexed: 11/13/2022] Open
Abstract
Choosing a school that can best assist children's development has become one of the major concerns of Chinese parents. To categorize schools by where students stay after school, this paper consider boarding schools or day schools as two major school types. This study examined the relationships among emotional intelligence (EI), perceived social support (from friends and family), and resilience for 493 Chinese adolescents (male = 249, female = 244; mean age = 13.9, SD = 0.71), and investigated how school type difference impacts these relationships. This research first used a moderator analysis to investigate the effects of trait emotional intelligence on resilience by perceived social support from family and friends, respectively. Results show that social support from family was non-significant, while support from friends was significant in moderating the relationship between EI and resilience. Furthermore, a moderated moderation analysis was used to understand if moderation by school type of perceived social support differs in the effect of trait EI on resilience. Results indicated that the magnitude of the moderation by social support from friends depended on school type. For students who have lower perceived friend support, boarding school experiences provided a stronger positive relationship between trait EI and resilience than day school experience. Ways to enhance students' perceived social support are discussed, along with the limitations of the current research and recommendations for future research.
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Affiliation(s)
- Shitao Chen
- Faculty of Psychology, Beijing Normal University, Beijing, China
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17
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Nowland R, Qualter P. Influence of social anxiety and emotional self‐efficacy on pre‐transition concerns, social threat sensitivity, and social adaptation to secondary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:227-244. [DOI: 10.1111/bjep.12276] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/26/2018] [Revised: 02/27/2019] [Indexed: 11/28/2022]
Affiliation(s)
| | - Pamela Qualter
- Manchester Institute of Education University of Manchester UK
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18
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Bagnall CL, Skipper Y, Fox CL. ‘You're in this world now’: Students’, teachers’, and parents’ experiences of school transition and how they feel it can be improved. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2019; 90:206-226. [DOI: 10.1111/bjep.12273] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2018] [Revised: 02/20/2019] [Indexed: 11/27/2022]
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Qualter P, Urquijo I, Henzi P, Barrett L, Humphrey N. Ability emotional intelligence and children’s behaviour in the playground. SOCIAL DEVELOPMENT 2018. [DOI: 10.1111/sode.12340] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Affiliation(s)
- Pamela Qualter
- Manchester Institute of Education University of Manchester Manchester United Kingdom
| | - Itziar Urquijo
- Faculty of Psychology and Education University of Deusto Bilbao Spain
| | - Peter Henzi
- Department of Psychology University of Lethbridge Lethbridge Alberta Canada
| | - Louise Barrett
- Department of Psychology University of Lethbridge Lethbridge Alberta Canada
| | - Neil Humphrey
- Manchester Institute of Education University of Manchester Manchester United Kingdom
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Evans D, Borriello GA, Field AP. A Review of the Academic and Psychological Impact of the Transition to Secondary Education. Front Psychol 2018; 9:1482. [PMID: 30210385 PMCID: PMC6123573 DOI: 10.3389/fpsyg.2018.01482] [Citation(s) in RCA: 49] [Impact Index Per Article: 8.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2018] [Accepted: 07/27/2018] [Indexed: 11/30/2022] Open
Abstract
The transition from primary to secondary education is one of the most stressful events in a young person's life (Zeedyk et al., 2003) and can have a negative impact on psychological well-being and academic achievement. One explanation for these negative impacts is that the transition coincides with early adolescence, a period during which certain psychological disorders (i.e., anxiety disorders) become more salient (Kessler et al., 2005) and marked social, biological, and psychological development occurs (Anderson et al., 2000). This review evaluates the existing literature on the psychological and academic impacts of the transition to secondary education on young adolescents. We examine the factors that plausibly increase or mitigate the risk of developing mental health issues and/or a decline in academic performance during the transition to secondary education. We also review the interplay between psychological health and academic achievement across and beyond the transition. We conclude with a summary of what schools and parents can learn from these findings to support children in a successful transition into secondary education.
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Affiliation(s)
- Danielle Evans
- School of Psychology, University of Sussex, Brighton, United Kingdom
| | - Giulia A. Borriello
- Department of Psychology, The Pennsylvania State University, University Park, PA, United States
| | - Andy P. Field
- School of Psychology, University of Sussex, Brighton, United Kingdom
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21
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Humphrey N, Hennessey A, Lendrum A, Wigelsworth M, Turner A, Panayiotou M, Joyce C, Pert K, Stephens E, Wo L, Squires G, Woods K, Harrison M, Calam R. The PATHS curriculum for promoting social and emotional well-being among children aged 7–9 years: a cluster RCT. PUBLIC HEALTH RESEARCH 2018. [DOI: 10.3310/phr06100] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
BackgroundUniversal social and emotional learning interventions can produce significant practical improvements in children’s social skills and other outcomes. However, the UK evidence base remains limited.ObjectivesTo investigate the implementation, impact and cost-effectiveness of the Promoting Alternative THinking Strategies (PATHS) curriculum.DesignCluster randomised controlled trial. Primary schools (n = 45) were randomly assigned to implement PATHS or to continue with their usual provision for 2 years.SettingPrimary schools in seven local authorities in Greater Manchester.ParticipantsChildren (n = 5218) in Years 3–5 (aged 7–9 years) attending participating schools.InterventionPATHS aims to promote children’s social skills via a taught curriculum, which is delivered by the class teacher, generalisation activities and techniques, and supplementary materials for parents. Schools in the usual provision group delivered the Social and Emotional Aspects of Learning programme and related interventions.Main outcome measuresChildren’s social skills (primary outcome, assessed by the Social Skills Improvement System); pro-social behaviour and mental health difficulties (Strengths and Difficulties Questionnaire); psychological well-being, perceptions of peer and social support, and school environment (Kidscreen-27); exclusions, attendance and attainment (National Pupil Database records); and quality-adjusted life-years (QALYs) (Child Health Utility 9 Dimensions). A comprehensive implementation and process evaluation was undertaken, involving usual provision surveys, structured observations of PATHS lessons, interviews with school staff and parents, and focus groups with children.ResultsThere was tentative evidence (at ap-value of < 0.10) that PATHS led to very small improvements in children’s social skills, perceptions of peer and social support, and reductions in exclusions immediately following implementation. A very small but statistically significant improvement in children’s psychological well-being [d = 0.12, 95% confidence interval (CI) –0.02 to 0.25;p < 0.05) was also found. No lasting improvements in any outcomes were observed at 12- or 24-month post-intervention follow-up. PATHS was implemented well, but not at the recommended frequency; our qualitative analysis revealed that this was primarily due to competing priorities and pressure to focus on the core academic curriculum. Higher levels of implementation quality and participant responsiveness were associated with significant improvements in psychological well-being. Finally, the mean incremental cost of PATHS compared with usual provision was determined to be £29.93 per child. Mean incremental QALYs were positive and statistically significant (adjusted mean 0.0019, 95% CI 0.0009 to 0.0029;p < 0.05), and the incremental net benefit of introducing PATHS was determined to be £7.64. The probability of cost-effectiveness in our base-case scenario was 88%.LimitationsModerate attrition through the course of the main trial, and significant attrition thereafter (although this was mitigated by the use of multiple imputation of missing data); suboptimal frequency of delivery of PATHS lessons.ConclusionsThe impact of PATHS was modest and limited, although that which was observed may still represent value for money. Future work should examine the possibility of further modifications to the intervention to improve goodness of fit with the English school context without compromising its efficacy, and identify whether or not particular subgroups benefit differentially from PATHS.Trial registrationCurrent Controlled Trials ISRCTN85087674 (the study protocol can be found at:www.journalslibrary.nihr.ac.uk/programmes/phr/10300601/#/).FundingThis project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full inPublic Health Research; Vol 6, No. 10. See the NIHR Journals Library website for further project information.
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Affiliation(s)
- Neil Humphrey
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Alexandra Hennessey
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Ann Lendrum
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Michael Wigelsworth
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Alexander Turner
- Division of Population Health, Health Services Research and Primary Care, School of Health Sciences, University of Manchester, Manchester, UK
| | - Margarita Panayiotou
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Craig Joyce
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Kirsty Pert
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Emma Stephens
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Lawrence Wo
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Garry Squires
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Kevin Woods
- Manchester Institute of Education, School of Environment, Education and Development, University of Manchester, Manchester, UK
| | - Mark Harrison
- Faculty of Pharmaceutical Sciences, University of British Columbia, Vancouver, BC, Canada
| | - Rachel Calam
- Division of Psychology and Mental Health, School of Health Sciences, University of Manchester, Manchester, UK
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Trait emotional intelligence and attentional bias for positive emotion: An eye tracking study. PERSONALITY AND INDIVIDUAL DIFFERENCES 2018. [DOI: 10.1016/j.paid.2018.02.017] [Citation(s) in RCA: 39] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/01/2023]
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Herrera Torres L, Buitrago Bonilla RE, Cepero Espinosa S. Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis. UNIVERSITAS PSYCHOLOGICA 2017. [DOI: 10.11144/javeriana.upsy16-3.eips] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/18/2022]
Abstract
This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.
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Boily R, Kingston SE, Montgomery JM. Trait and Ability Emotional Intelligence in Adolescents With and Without Autism Spectrum Disorder. CANADIAN JOURNAL OF SCHOOL PSYCHOLOGY 2017. [DOI: 10.1177/0829573517717160] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Social-emotional impairments are considered core symptoms of Autism Spectrum Disorder (ASD). Although numerous interventions have been developed to remediate the social deficits in children with ASD, few have been designed to meet the needs of youth. Given research demonstrating relations between emotional intelligence (EI) and social outcomes in adults with Asperger Syndrome (AS), the current study examined both trait and ability EI to elucidate the nature of the EI strengths and impairments in youth with and without ASD. Twenty-five adolescents with ASD and 25 adolescents without ASD aged 13 to 17 years completed measures of ability and trait EI. Findings suggest that aspects of both trait and ability EI were significantly weaker in adolescents with ASD compared with typically developing adolescents. Implications, limitations, and future research are discussed.
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Enhancing emotional intelligence at school: Evaluation of the effectiveness of a two-year intervention program in Spanish pre-adolescents. PERSONALITY AND INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1016/j.paid.2017.03.036] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
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Sarrionandia A, Garaigordobil M. Efectos de un programa de inteligencia emocional en factores socioemocionales y síntomas psicosomáticos. REVISTA LATINOAMERICANA DE PSICOLOGIA 2017. [DOI: 10.1016/j.rlp.2015.12.001] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
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McIlroy D, Palmer-Conn S, Lawler B, Poole K, Faruk Ursavas Ö. Secondary Level Achievement. JOURNAL OF INDIVIDUAL DIFFERENCES 2017. [DOI: 10.1027/1614-0001/a000227] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
Abstract. The study was developed in the context of Personality and Social Cognitive Theory with constructs that encapsulate non-intellective processes of academic achievement. The goal was to explore the role of the Five Factor Model (FFM) of personality in academic performance and to use this model as a reference point to test the incremental validity of two measures of Self-efficacy (Academic and Emotional) and an indicator of Absenteeism. Participants (N = 120) were comprised of 17-year-old male (n = 47) and female (n = 73) opportunistically sampled secondary level college students. A cross-sectional design was used to examine the relationship between the independent variables (FFM, Academic Self-efficacy, Emotional Self-efficacy, and Absenteeism) and the outcome variable, Grade Points Average (GPA). Correlation analysis found that four FFM factors and the two Self-efficacy measures were associated with GPA. In a hierarchical regression analysis, the FFM explained 22% variance on performance and the two Self-efficacy measures added 9% incremental variance followed by 3% for Absenteeism. Overall, the non-intellective constructs explain a substantial 34% variance on achievement and provide focal points for theoretical, empirical, and pedagogical evaluation. Moreover, they are suggestive of the pathways and processes that support learning, augment ability, and enhance achievement.
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Affiliation(s)
- David McIlroy
- School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Sue Palmer-Conn
- School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Bridget Lawler
- School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Karen Poole
- School of Natural Sciences and Psychology, Liverpool John Moores University, Liverpool, UK
| | - Ömer Faruk Ursavas
- Department of Computer Education and Instructional Technology (CEIT), Faculty of Education, Recep Tayyip Erdoğan University, Çayeli, Rize, Turkey
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28
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Stress in Portuguese Middle School Transition: A Multilevel Analysis. SPANISH JOURNAL OF PSYCHOLOGY 2016; 19:E61. [DOI: 10.1017/sjp.2016.61] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
AbstractTransition from elementary to middle school is commonly seen as a period of stress, impacting students’ school adjustment. The present longitudinal study aimed to analyze the difference in stress levels between the end of 4th grade and 5th grade, while also analyzing gender differences and 5th grade retention. Two hundred fifty-eight 4th grade students (Mage = 9.55; SD = 0.77) from six Portuguese public schools, from the municipality of Torres Vedras, participated in this study. Self-report questionnaires were administered at the end of the 4th and 5th grades, and 5th grade school records were also collected. Results showed that 5th graders present higher levels of Academic Stress (d = .29) and Teacher/Rules Stress (d = .28). Girls had a greater increase of Peer-related Stress with the transition (p < .01). Students who were retained at the end of 5th grade showed higher increases of Teacher/Rules Stress (p < .05). Intervention programs that aim to support the transition from elementary to middle school are needed, in order to reduce the increase of stress levels at 5th grade and to promote a better school adjustment in the first year of middle school.
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Coelho VA, Marchante M, Jimerson SR. Promoting a Positive Middle School Transition: A Randomized-Controlled Treatment Study Examining Self-Concept and Self-Esteem. J Youth Adolesc 2016; 46:558-569. [DOI: 10.1007/s10964-016-0510-6] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/13/2016] [Accepted: 05/20/2016] [Indexed: 10/21/2022]
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Garaigordobil M, Peña-Sarrionandia A. Effects of an emotional intelligence program in variables related to the prevention of violence. Front Psychol 2015; 6:743. [PMID: 26082743 PMCID: PMC4450208 DOI: 10.3389/fpsyg.2015.00743] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/17/2015] [Accepted: 05/19/2015] [Indexed: 11/29/2022] Open
Abstract
In recent decades, numerous studies have shown a significant increase in violence during childhood and adolescence. These data suggest the importance of implementing programs to prevent and reduce violent behavior. The study aimed to design a program of emotional intelligence (EI) for adolescents and to assess its effects on variables related to violence prevention. The possible differential effect of the program on both genders was also examined. The sample comprised 148 adolescents aged from 13 to 16 years. The study used an experimental design with repeated pretest–posttest measures and control groups. To measure the variables, four assessment instruments were administered before and after the program, as well as in the follow-up phase (1 year after the conclusion of the intervention). The program consisted of 20 one-hour sessions. The pretest–posttest ANCOVAs showed that the program significantly increased: (1) EI (attention, clarity, emotional repair); (2) assertive cognitive social interaction strategies; (3) internal control of anger; and (4) the cognitive ability to analyze negative feelings. In the follow-up phase, the positive effects of the intervention were generally maintained and, moreover, the use of aggressive strategies as an interpersonal conflict-resolution technique was significantly reduced. Regarding the effect of the program on both genders, the change was very similar, but the boys increased assertive social interaction strategies, attention, and emotional clarity significantly more than the girls. The importance of implementing programs to promote socio-emotional development and prevent violence is discussed.
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Affiliation(s)
- Maite Garaigordobil
- Department of Personality, Assessment, and Psychological Treatments, Faculty of Psychology, University of the Basque Country Donostia-San Sebastián, Spain
| | - Ainize Peña-Sarrionandia
- Department of Personality, Assessment, and Psychological Treatments, Faculty of Psychology, University of the Basque Country Donostia-San Sebastián, Spain
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31
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Collins SB, Covrig D, Newman I. Q-factor emotional intelligence profiles as an area for development in graduate nurse anesthesia students. J Nurs Educ 2014; 53:501-10. [PMID: 25199106 DOI: 10.3928/01484834-20140821-13] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2014] [Accepted: 06/23/2014] [Indexed: 11/20/2022]
Abstract
Some fear that the added demands of the Affordable Care Act may worsen already high attrition rates among nurses. One potential solution is that graduate nursing programs must do a better job of selecting and retaining those who can persist in training to gain the clinical and leadership skills necessary to fill these new roles. Some believe emotional intelligence (EI) may help with the selection and retention of graduate nursing students. This study examined EI in 216 nurse anesthesia (NA) students. Q-factor analysis was used to create EI profiles of first-semester, 1-year, and last-semester NA students. It showed one EI type was consistent at each point in the program: High Facial Reader/Low EI Manager.
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Waters S, Lester L, Cross D. How does support from peers compare with support from adults as students transition to secondary school? J Adolesc Health 2014; 54:543-9. [PMID: 24355626 DOI: 10.1016/j.jadohealth.2013.10.012] [Citation(s) in RCA: 38] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/03/2013] [Revised: 10/17/2013] [Accepted: 10/17/2013] [Indexed: 11/25/2022]
Abstract
PURPOSE Understanding how young people navigate the transition from primary to secondary school is critical for preventing the adverse mental health, social, and academic outcomes associated with a difficult transition. This study sought to determine from whom young people receive support before the transition period to help inform the development of future intervention research testing, as well as peer, school, and family-based supports during transition. METHODS Data were collected from 1,974 primary school students prior to the transition and again in Term 1 of the first year of secondary school. Students were asked about their expectation of the transition as well as their support from peers, family, and the school. Just over half (52%) of the sample were females with a mean age of 12 years. RESULTS Peer, school, and family supports all predicted positive student transition experiences. When in Grade 7 and considering all predictors together, a high level of perceived peer support was the most significant predictor of an expectation of an easy or somewhat easy transition. In Grade 8, again after considering all sources of support, parental presence was the most significant protective predictor of an easy or somewhat easy transition experience. CONCLUSIONS Students who expect and experience a positive transition to secondary school are generally well-supported by their peers, school, and family. The most stable influence for young people over the transition period is the presence of families before and after school and future intervention efforts to support young people during transition need to build support from families.
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Affiliation(s)
- Stacey Waters
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia.
| | - Leanne Lester
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia
| | - Donna Cross
- Child Health Promotion Research Centre, Edith Cowan University, Mount Lawley, Western Australia, Australia
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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.
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Knowler C, Frederickson N. Effects of an emotional literacy intervention for students identified with bullying behaviour. EDUCATIONAL PSYCHOLOGY 2013; 33:862-883. [PMID: 26494932 PMCID: PMC4579054 DOI: 10.1080/01443410.2013.785052] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/15/2011] [Revised: 02/04/2013] [Indexed: 05/20/2023]
Abstract
The effectiveness of a 12-week, small group emotional literacy (EL) intervention in reducing bullying behaviour in school was evaluated. Participants were 50 primary school pupils identified through peer nomination as engaging in bullying behaviours. The intervention was implemented in schools already engaged with a universal social and emotional learning initiative, including an anti-bullying component. Within schools, participants were randomly assigned to an intervention or a wait-list comparison group. Response to the intervention was found to be dependent on baseline levels of EL. Only children whose baseline level was low showed a significant reduction in peer-rated bullying behaviour. No effect of the intervention was detected on victimisation or adjustment scores, although positive changes in adjustment were associated with increased EL.
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Affiliation(s)
- Claire Knowler
- Milton Kaynes Council, Educational Psychology Service, Milton Keynes, UK
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35
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A Theoretically Grounded Exploration of the Social and Emotional Outcomes of Transition to Secondary School. ACTA ACUST UNITED AC 2012. [DOI: 10.1017/jgc.2012.26] [Citation(s) in RCA: 39] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
Adolescent development involves a complex interplay between genetics, biology, and social and emotional relationships within multiple contexts of home, school and the broader community. The transition from primary to secondary school, coupled with the onset of puberty, can therefore be a difficult period for young people to negotiate at a critical period of their developmental pathway. Using a social ecological perspective, this article examines the impact of the transition experience on adolescent social and emotional health, both immediately following transition to secondary school and at the end of the first year in this new school environment. This 1-year prospective study involving 1,500 Australian Grade 8 secondary school students found that 31% of students in the sample experienced a ‘difficult’ or ‘somewhat difficult’ transition to their new school. This third of the student sample were consequently more likely to experience poorer social and emotional health, including higher levels of depression and anxiety at the end of their first year of secondary school, while controlling for these variables at the time of transition. A central message from this work exemplifies the urgent need for a longitudinal intervention trial to develop best practice guidelines for activities that help ameliorate the negative impact a change in education context can create for adolescents negotiating a rapid metamorphosis from childhood to adulthood.
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Lau PSY, Wu FKY. Emotional competence as a positive youth development construct: a conceptual review. ScientificWorldJournal 2012; 2012:975189. [PMID: 22666176 PMCID: PMC3361327 DOI: 10.1100/2012/975189] [Citation(s) in RCA: 19] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2011] [Accepted: 08/31/2011] [Indexed: 11/17/2022] Open
Abstract
The concept of emotional competence as a positive youth development construct is reviewed in this paper. Differences between emotional intelligence and emotional competence are discussed and an operational definition is adopted. Assessment methods of emotional competence with an emphasis on its quantitative nature are introduced. In the discussion of theories of emotional competence, the functionalist and developmental perspectives and the relationships with positive youth development are highlighted. Possible antecedents, especially the influence of early child-caregiver, and expected outcomes of emotional competence are examined. Practical ways to promote emotional competence among adolescents, particularly the role of parents and teachers, and the future direction of research are also discussed.
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Affiliation(s)
- Patrick S Y Lau
- Department of Educational Psychology, The Chinese University of Hong Kong, Hong Kong.
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37
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Bloyce J, Frederickson N. Intervening to improve the transfer to secondary school. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2012. [DOI: 10.1080/02667363.2011.639345] [Citation(s) in RCA: 21] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
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38
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Qualter P, Gardner K, Pope D, Hutchinson J, Whiteley HE. Ability emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: A 5year longitudinal study. LEARNING AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.lindif.2011.11.007] [Citation(s) in RCA: 89] [Impact Index Per Article: 7.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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39
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Frederickson N, Petrides K, Simmonds E. Trait emotional intelligence as a predictor of socioemotional outcomes in early adolescence. PERSONALITY AND INDIVIDUAL DIFFERENCES 2012. [DOI: 10.1016/j.paid.2011.10.034] [Citation(s) in RCA: 44] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/15/2022]
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40
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O’Hara D. The impact of peer mentoring on pupils’ emotional literacy competencies. EDUCATIONAL PSYCHOLOGY IN PRACTICE 2011. [DOI: 10.1080/02667363.2011.603533] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/17/2022]
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41
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Qualter P, Barlow A, Stylianou MS. Investigating the relationship between trait and ability emotional intelligence and theory of mind. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY 2011; 29:437-54. [DOI: 10.1348/026151010x502999] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/21/2023]
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42
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Rice F, Frederickson N, Seymour J. Assessing pupil concerns about transition to secondary school. BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY 2011; 81:244-63. [DOI: 10.1348/000709910x519333] [Citation(s) in RCA: 86] [Impact Index Per Article: 6.6] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022]
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43
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Williams C, Daley D, Burnside E, Hammond-Rowley S. Can trait Emotional Intelligence and objective measures of emotional ability predict psychopathology across the transition to secondary school? PERSONALITY AND INDIVIDUAL DIFFERENCES 2010. [DOI: 10.1016/j.paid.2009.09.014] [Citation(s) in RCA: 10] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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44
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Qualter P, Whiteley H, Morley A, Dudiak H. The role of Emotional Intelligence in the decision to persist with academic studies in HE. ACTA ACUST UNITED AC 2009. [DOI: 10.1080/13596740903139255] [Citation(s) in RCA: 17] [Impact Index Per Article: 1.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
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Mavroveli S, Petrides KV, Shove C, Whitehead A. Investigation of the construct of trait emotional intelligence in children. Eur Child Adolesc Psychiatry 2008; 17:516-26. [PMID: 18563477 DOI: 10.1007/s00787-008-0696-6] [Citation(s) in RCA: 96] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/10/2008] [Indexed: 11/29/2022]
Abstract
This paper discusses the construct of trait emotional intelligence (trait EI or trait emotional self-efficacy) with emphasis on measurement in children. The Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF) is introduced and its development and theoretical background are briefly explained. It is shown in two independent studies that the TEIQue-CF has satisfactory levels of internal consistency (alpha = 0.76 and alpha = 0.73, respectively) and temporal stability [r = 0.79 and r ((corrected)) = 1.00]. Trait EI scores were generally unrelated to proxies of cognitive ability, as hypothesized in trait EI theory (Petrides et al. in Matthews et al. (eds) Emotional intelligence: knowns and unknowns -- series in affective science. Oxford University Press, Oxford, pp 151-166). They also differentiated between pupils with unauthorized absences or exclusions from school and controls. Trait EI correlated positively with teacher-rated positive behavior and negatively with negative behavior (emotional symptoms, conduct problems, peer problems, and hyperactivity).
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