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. RésuméL'étude porte sur la relation entre l'intelligence émotionnelle [IE], comme un trait de personnalité, avec l'adaptation socio-affective des enfants à l'école et aussi leur réussite scolaire. Enfants âgés de 8 à 10 (n = 106) et de 11 à 13 ans (n = 99) ont complété la version pour les jeunes du Emotional Quotient Inventory (EQ-i:YV). Fonctionnement socio-affectif a été mesuré par les échelles du Teacher's Report Form qui examinent les
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.