Emotional intelligence and student retention: Predicting the successful transition from high school to university

Parker, James D. A.; Hogan, Mary‐Ellen; Eastabrook, Jennifer M.; Oke, Amber; Wood, Laura

doi:10.1016/j.paid.2006.04.022

Cited by 199 publications

(177 citation statements)

References 21 publications

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“…It examined potential difference between male and female students in means on emotional intelligence. Evaluation of correlational test revealed that contrary to studies indicating a significant relationship between emotional intelligence and academic performance as measured by grade point average [3] [33], the current study did not find a significant association between emotional intelligence and academic performance [10] [27]. Nor was there difference between male and female students in means on emotional intelligence.…”

Section: Discussioncontrasting

confidence: 99%

The Role of Trait Emotional Intelligence in Individual Performance: A Descriptive Study in Albaha University, Saudi Arabia

Alghamdi

2014

JSSM

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The current study investigates the relationship between emotional intelligence and individual performance, namely academic performance. It also aims at determining whether emotional intelligence differs between male and female students. The data were obtained through the Schutte Self-Report Emotional Intelligence (SSREI) questionnaire, which was distributed to undergraduate students in Albaha province, Saudi Arabia. A sample of 191 undergraduate students filled in (SSREI), which included the demographic and academic performance measures. The results indicated that the relationship between emotional intelligence and academic performance was not statistically significant. Moreover, no statistically significant difference was found between male and female students in the total of emotional intelligence score.

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Section: Discussioncontrasting

confidence: 99%

The Role of Trait Emotional Intelligence in Individual Performance: A Descriptive Study in Albaha University, Saudi Arabia

Alghamdi

2014

JSSM

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“…Measures of need for cognition and emotional intelligence have also been shown to have small effects on GPA (Cacioppo & Petty, 1982;Parker, Duffy, Wood, Bond & Hogan, 2005a).…”

Section: Which Correlates Of Gpa Are Most Important?mentioning

confidence: 99%

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Richardson

Abraham

Bond

2012

Psychological Bulletin

2,630

204

2,167

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A review of 13 years of research into antecedents of university students' grade point average scores (GPA) generated: (i) a comprehensive, conceptual map of known correlates of tertiary GPA, (ii) assessment of the magnitude of average, weighted correlations with GPA and (iii) tests of multivariate models of GPA correlates within and across research domains. A systematic search of psycINFO and web of knowledge databases between 1997 and 2010 identified 7167 English language articles yielding 242 datasets reporting 50 conceptuallydistinct correlates of GPA including 3 demographic factors and 5 traditional measures of cognitive capacity or prior academic performance. In addition, 42 non-intellective constructs were identified from 5 conceptually-overlapping but distinct research domains: (1) personality traits, (2) motivational factors, (3) self-regulatory learning strategies, (4) students' approaches to learning, and (5) psychosocial contextual influences. 1105 independent correlations were retrieved and data were analyzed using hypothesis-driven, random effects meta analyses. Significant average, weighted correlations were found for 41 of 50 measures.Univariate analyses revealed that demographic, and psychosocial contextual factors generated, at best, small correlations with GPA. Medium-sized correlations were observed for high school GPA, SAT, ACT, and 'A' level scores. Four non-intellective constructs also showed medium-sized correlations with GPA, namely, need for cognition, academic selfefficacy, grade goal, and effort regulation. A large correlation was observed for performance self-efficacy which was the strongest correlate (of 50 measures) followed by high school GPA, ACT, and grade goal. Implications for future research, student assessment and intervention design are discussed.Key terms: student, grade point average, self-efficacy, goal, meta analysis. NON INTELLECTIVE CORRELATES OF ACADEMIC PERFORMANCE 2The psychology of individual differences originated in attempts to predict scholastic performance. Binet and Simon's (1916) work showed that children's individual cognitive capacities explained variability in educational performance and, in doing so, laid the foundations for extensive research into intelligence and intelligence testing (Neisser et al., 1996). Theoretical debate focused on the psychological nature of intelligence and applied research explored how differences in intelligence(s) can be most usefully assessed (e.g., Capenter, Just & Shell, 1990; Gardner, 1983;Spearman, 1927). Subsequent research has identified a variety of individual differences that predict scholastic performance and prompted construction of a wide range of assessment instruments. This diverse literature has not clarified how, and to what extent, separate measures of academic potential are related.Greater conceptual and methodological integration would help focus future research questions and facilitate optimal assessment of students' academic potential. In order to achieve this we reviewed 13 years of research...

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“…Moreover, the emotional intelligence level among the sample of the above research is only moderate. Qualter, Whitely, Morley and Dudiak (2009) and Parker et al (2005) surmised the possibility of a threshold level of emotional intelligence that acts as a protection against the negative impact of transition. They added that students with high emotional intelligence seem to be protected against withdrawal.…”

Section: Discussionmentioning

confidence: 99%

Students’ Perspectives on University Experiences; The Role of Protective Factors in Students’ Lives

Jdaitawi¹,

Maya-Panorama²,

Nawafleh³

et al. 2013

IES

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This study examined the relationship between protective factors and students' university experiences among 289 first year university students. The study made use of exploratory and confirmatory factor analyses to reveal initial support for the research variables. In addition, path analysis was utilized to investigate the relationship among the variables. The moderating effects of the variables were tested simultaneously, through multi-group analysis of Structural Equation Modeling. The final part of the study discussed the empirical findings and their implications.

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Emotional intelligence and student retention: Predicting the successful transition from high school to university

Cited by 199 publications

References 21 publications

The Role of Trait Emotional Intelligence in Individual Performance: A Descriptive Study in Albaha University, Saudi Arabia

The Role of Trait Emotional Intelligence in Individual Performance: A Descriptive Study in Albaha University, Saudi Arabia

Psychological correlates of university students' academic performance: A systematic review and meta-analysis.

Students’ Perspectives on University Experiences; The Role of Protective Factors in Students’ Lives

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