This meta-analysis shows that emotional intelligence has a small to moderate association with academic performance, such that students with higher emotional intelligence tend to gain higher grades and achievement test scores. The association is stronger for skill-based emotional intelligence tasks than rating scales of emotional intelligence. It is strongest for skill-based tasks measuring understanding emotions and managing emotions.

Objective: Given the increasing research and practice interest in father engagement, this article aimed to develop a clinical narrative integrating the extant research literature to distil key practice recommendations for enhancing father engagement in parenting interventions for child wellbeing. Method: A narrative review of research on father engagement in interventions for child wellbeing was conducted, to identify and distil evidence-based policies and practices to enhance father engagement for practitioners and organisations. Results: Six broad policy and practice recommendations are provided that pertain to: engaging the parenting team, avoiding a father deficit model, increasing father awareness of parenting interventions, ensuring father-inclusive program content and delivery, increasing organisational support for father-inclusive practice, and increasing professional father engagement training. Conclusion: This review provides practitioners with guidelines for enhancing father engagement based on the available research. It also provides recommendations for further research regarding the effectiveness of strategies to enhance father engagement.

Fathers are consistently underrepresented in parenting interventions and practitioners are an important target for change in interventions to enhance father engagement. This research examined the effects of two practitioner training programs in improving practitioner rated competencies and organizational father-inclusive practices. Two studies were conducted, each with a single group, repeated measures (pre, post and 2-month follow-up) design. Study 1 (N = 233) examined the outcomes of face-to-face training in improving practitioner ratings of competencies in engaging fathers, perceived effectiveness and use of father engagement strategies, organizational practices and rates of father engagement. Study 2 (N = 356) examined online training using the same outcome measures. Practitioners in both training formats improved in their competencies, organizational practices and rates of father engagement over time, yet those in the online format deteriorated in three competencies from post-training to follow-up. The implications for delivering practitioner training programs to enhance competencies and rates of father engagement are discussed.

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Abstract. A General Factor of Personality (GFP) can be derived by extracting one factor from a broad range of personality dimensions. Researchers are divided on whether the GFP represents social desirability or an evolved trait with survival value. The current paper tests a social desirability interpretation of the GFP by comparing one-factor models of the HEXACO under standard versus fake-good instructions (N = 185 undergraduates). Analyses include both principal components analyses (PCA) and a comparison of factorial invariance of a hierarchical one-factor model. Compared to standard instructions, fake-good instructions showed: (a) significantly higher correlations between domain scale scores for 10 of 15 cases; (b) significantly higher component loadings in the PCA; (c) significantly more variance explained by the GFP (in both principal components and invariance analyses); and (d) significantly higher correlations with a cognitive g factor derived from six indicators. Results support a social desirability interpretation of the GFP.