Does Emotional Intelligence Have an Impact on Linguistic Competences? A Primary Education Study

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.

Teachers’ Burnout during COVID-19 Pandemic in Spain: Trait Emotional Intelligence and Socioemotional Competencies

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Investigation and Research on the Quality of Teaching Support Activities in Rural Primary Education from the Perspective of Teachers' Perception

“…The KMO test value of this research questionnaire is 0.927, which is greater than 0.8, and it passes the significance test, so the KMO test value is required. At the same time, the observation value of Bartlett spherical test is 1449.663, and the significance of the test is infinitely close to zero, which rejects the original hypothesis, indicating that the correlation coefficient is significant at the level of 1%, the Bartlett spherical test is significant, and the questionnaire is valid [4][5][6].…”

Emotional intelligence, spelling performance and intelligence quotient differences based on the executive function profile of schoolchildren

“…Another study with 80 students from 4 to 11 years (Pons et al, 2003) obtained a very high correlation between children's emotional understanding and their language ability, even when the effect of age was controlled. More recently, Perpiñá et al (2020) addressed a study with 180 students from 8 to 11 years to identify which EI components were more related to linguistic competences in primary education, concluding that adaptability and interpersonal were the most outstanding, specially adaptability for reading comprehension. Therefore, the importance of considering and enhancing emotional skills to improve the learning process of students should be highlighted, becoming a support alternative to learning at any of the stages (Pulido‐Acosta & Herrera‐Clavero, 2019).…”

“…Focusing attention on subjects related to the humanities, an important factor in learning a language is the ability to show EI, that is, having the ability to recognise, use, comprehend and manage emotions (Perpiñ a et al, 2020). For language acquisition, children need socio-cognitive skills that allow them to understand the communication intentions of others in a wide variety of interactive situations (Tomasello, 2000), where a high correlation between grammar skills and emotional understanding of the children's language was found (Pons et al, 2003).…”