Qualter, Pamela, Gardner, Kathryn Jane, Pope, Debbie , Hutchinson, Jane Margaret and Whiteley, Helen E
Ability, emotional intelligence, trait emotional intelligence, and academic success in British secondary schools: a 5-year longitudinal study.
Learning and Individual Differences, 22
Official URL: http://dx.doi.org/10.1016/j.lindif.2011.11.007
This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance data at the end of Year 11 (mean age = 15 years 10 months) were collected. Structural Equation Modelling examined the longitudinal relationships between latent variables of these constructs. Results show that the importance of ability EI resides in the fact that it moderates the effect of cognitive ability on performance in Year 11. Trait EI has a direct effect on Year 11 performance for boys only. This suggests that initiatives that help to develop ability EI and increase trait EI offer educators opportunities to improve educational achievement.
|Uncontrolled Keywords (separate with ;):||Emotional intelligence; Emotional self-efficacy; Emotions; Academic success; Academic achievement; Adolescence; Prospective study|
|Subjects:||B Philosophy. Psychology. Religion > BF Psychology|
|Schools:||School of Psychology|
|Deposited On:||05 Jul 2011 16:14|
|Last Modified:||20 Feb 2013 14:04|
Repository Staff Only: item control page