Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood

Mavroveli, Stella; Petrides, K. V.; Sangareau, Yolanda; Furnham, Adrian

doi:10.1348/000709908x368848

Cited by 172 publications

(188 citation statements)

References 57 publications

(79 reference statements)

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“…The most likely reason for the results is because the strength of the relationship between emotional intelligence, social adjustment and academic adjustment is higher for students possessing higher critical thinking. The present study's findings support that of Mavroveli et al's (2009) contention that moderator variable may impact the relationship between emotional intelligence and academic success at university. Hence, according to the finding of this study, students with high critical thinking lead to stronger/significant relationship between emotional intelligence, and social and academic adjustment.…”

Section: Discussionsupporting

confidence: 88%

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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Section: Discussionsupporting

confidence: 88%

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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“…Within educational settings, trait EI has been shown to relate to adaptive behaviors, such as higher attendance, and positive peer relations (Gugliandolo, et al, 2015;Ruttledge & Petrides, 2012;Mavroveli, Petrides, Sangareau & Furnham, 2009;Mavroveli, Petrides, Shove & Whitehead, 2008;Mavroveli, Petrides, Rieffe, & Bakker, 2007;Petrides, Sangareau, Furnham & Frederickson, 2006;Santeso, Reker, Schmidt & Segalowitz, 2006). Empirical evidence has also shown that trait EI has a positive effect on happiness, life satisfaction, affect (Platsidou, 2013;Chamorro-Premuzic, Furnham & Lewis, 2007;Petrides & Furnham, 2003), and academic success, primarily among at risk students (Mavroveli, Sanchez-Ruiz, 2010;Parker, Summerfeldt, Hogan & Majeski, 2004;.…”

Section: Trait Emotional Intelligence (Ei) and Educational Outcomesmentioning

confidence: 99%

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

Espinosa¹

2016

IJoTE

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“…Response coherence has shown to be correlated with social connectedness (Mauss et al 2011). A study by Freudenthaler et al (2012) showed that the coherence between different emotional response systems co-varied positively with trait emotional self-efficacy, which is a powerful predictor of social functioning (e.g., Mavroveli et al 2009). In addition, individuals with ASD were found to score lower on trait emotional self-efficacy than controls (Petrides et al 2011).…”

Section: Humorous Film Clipsmentioning

confidence: 99%

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

Weiss

Gschaidbauer²,

Samson

et al. 2013

Humor

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Abstract:The aim of the present study was to examine whether children with Asperger's syndrome differ from typically developing children in the appreciation of and behavioral responses to simple slapstick type humor, in which cognitive requirements that are commonly impaired in autism spectrum disorders are reduced to a minimum. Short slapstick scenes and matched non-humorous control scenes were extracted from popular movies to produce an appropriate humor assessment material. Twenty-four boys with Asperger's syndrome (5 to 14 years) and 24 age-matched typically developed controls were tested. The results indicated that children with Asperger's syndrome enjoy humorous material as much as healthy children do, if the humor elements are simple and the incongruence can be perceived independently from theory of mind requirements, inferential demands, or language abilities. However, similar funniness ratings and behavioral expressions of mirth to the humorous scenes, but relatively higher values in response to the non-humorous scenes, suggested that the autistic children did not discriminate non-humorous from humorous stimuli as sensitively as the typically developing children did. Moreover, in autistic children, the outwards displays of emotion did not match their reports of subjective amusement. This dissociation may relate to the social interaction and communication difficulties in autism spectrum disorders.

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Exploring the relationships between trait emotional intelligence and objective socio‐emotional outcomes in childhood

Abstract: Trait EI is successfully operationalized through the TEIQue-CF and has important and multifaceted implications for the socialization of primary schoolchildren.

Cited by 172 publications

References 57 publications

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

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

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

From Ice Age to Madagascar: Appreciation of slapstick humor in children with Asperger's syndrome

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