The “other” relationships of self-assessed intelligence: A meta-analysis

Howard, Matt C.; Cogswell, Joshua E.

doi:10.1016/j.jrp.2018.09.006

Cited by 28 publications

(31 citation statements)

References 149 publications

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“…In recent decades, there has been growing evidence of the importance of EI competency in primary school (Karavasilis et al, 2010;O'Rourke et al, 2010;Kopecki and Katavic, 2011;O'Connor, 2012;Pangiras et al, 2012;Baumeister et al, 2014;Barmpouti et al, 2015;Ferres et al, 2018). The new competencies needed for academic achievement in primary school are no longer exclusively academic (Aslam, 2018;Howard and Cogswell, 2018;Vahabzadeh et al, 2018;Vasilieva, 2018). Other types of skills such as EI and everything that EI implies (e.g., selfesteem, self-realization, emotional self-consciousness, positive relationships, empathy, and social responsibility) are also factors in academic achievement.…”

Section: Discussionmentioning

confidence: 99%

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Pozo-Rico

Sandoval

2020

Front. Psychol.

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Background: The primary aim of the current study was to develop a multimethodological teacher training program based on emotional intelligence (EI) as a key competency in order to improve student academic achievement based on two methods: face-to-face instruction and game-based e-learning instruction. Methods: Seventy-four primary education teachers and their 2069 students were randomly assigned to three groups. The first group of teachers (n = 23) were trained to use a face-to-face method. The objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 645) using face-to-face instruction. For the second group (n = 28), the teachers were trained to use an e-learning gamification method. Similar to the first group, the objective of the training was that the teachers would be able to implement EI into their teaching to improve academic achievement in their students (n = 758) using e-learning gamification instruction. The third group of teachers (n = 23) served as the controls and did not receive any special training, nor did they implement EI into their teaching (n = 666). Results: Implementation of EI into classroom teaching effectively improved academic achievement in primary school students using both methods. However, there was a greater increase in academic achievement and higher teacher satisfaction in the game-based e-learning group. No significant differences in student achievement were observed in the control group. Conclusion: Emotional intelligence as a key academic competency.

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Section: Discussionmentioning

confidence: 99%

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Pozo-Rico

Sandoval

2020

Front. Psychol.

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“…Research on social perception buttresses the characterization of intelligence as an agentic attribute. Intelligence is a central concept in modern societies, regarded as a synonym for general self-efficacy (Howard & Cogswell, 2018). In fact, people stereotypically think about an intelligent person as having agentic personality traits, such as high extraversion (Mőttus, Allik, Konstabel, Kangro, & Pullmann, 2008).…”

Section: Intelligence As An Agentic Attributementioning

confidence: 99%

“…Because people generally self-enhance in domains that are central to their self-concept (Gebauer, Wagner, Sedikides, & Neberich, 2013), narcissists should possess unrealistically positive self-views with respect to intelligence. Among the personality correlates of self-rated intelligence, grandiose narcissism is indeed the strongest one (Howard & Cogswell, 2018). Given that grandiose narcissism is unrelated to objectively assessed intelligence and because narcissism is still linked to self-rated intelligence when objective intelligence has been controlled for (Gabriel, Critelli, & Ee, 1994; Zajenkowski, Czarna, Szymaniak, & Dufner, 2019), this means that grandiose narcissists possess unrealistically positive self-views with respect to intelligence.…”

Section: Narcissism and Intelligence-related Cognitions Emotions Anmentioning

confidence: 99%

Why Do Narcissists Care So Much About Intelligence?

Zajenkowski

Dufner

2020

Curr Dir Psychol Sci

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Grandiose narcissists typically pursue agentic goals, such as social status, competence, and autonomy. We argue that because high intelligence is a key asset for the attainment of such agentic goals, the concept of intelligence should play a prominent role in grandiose narcissists’ self-regulation and social behavior. We review the relevant literature and report evidence in support of this claim. Grandiose narcissists consider intelligence to be an important resource that leads to benefits across life domains, they tend to maintain and defend illusory positive intellectual self-views, and they are extremely motivated to appear intelligent to other people. Thus, even though grandiose narcissism is essentially unrelated to objectively assessed intelligence, intelligence nevertheless plays an important role in the way grandiose narcissists think, feel, and behave. We discuss potential implications for social relationships and point toward avenues for future research.

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“…Self-estimated intelligence (SEI) is a topic of considerable current interest for various reasons (Gignac 2018;Herreen and Zajac 2018;Howard and Cogswell 2018;Keefer 2015). First, to help people with poor insight into their performance, notably people whose self-estimates are very different from their objective scores (Schlösser et al 2013;Chan and Martinussen 2015;Zell and Krizan 2014).…”

Section: Introductionmentioning

confidence: 99%

Correlates of Self-Estimated Intelligence

Furnham

Grover

2020

J. Intell.

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This paper reports two studies examining correlates of self-estimated intelligence (SEI). In the first, 517 participants completed a measure of SEI as well as self-estimated emotional intelligence (SEEQ), physical attractiveness, health, and other ratings. Males rated their IQ higher (74.12 vs. 71.55) but EQ lower (68.22 vs. 71.81) than females but there were no differences in their ratings of physical health in Study 1. Correlations showed for all participants that the higher they rated their IQ, the higher their ratings of EQ, attractiveness, and health. A regression of self-estimated intelligence onto three demographic, three self-ratings and three beliefs factors accounted for 30% of the variance. Religious, educated males who did not believe in alternative medicine gave higher SEI scores. The second study partly replicated the first, with an N = 475. Again, males rated their IQ higher (106.88 vs. 100.71) than females, but no difference was found for EQ (103.16 vs. 103.74). Males rated both their attractiveness (54.79 vs. 49.81) and health (61.24 vs. 55.49) higher than females. An objective test-based cognitive ability and SEI were correlated r = 0.30. Correlations showed, as in Study 1, positive relationships between all self-ratings. A regression showed the strongest correlates of SEI were IQ, sex and positive self-ratings. Implications and limitations are noted.

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The “other” relationships of self-assessed intelligence: A meta-analysis

Cited by 28 publications

References 149 publications

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Can Academic Achievement in Primary School Students Be Improved Through Teacher Training on Emotional Intelligence as a Key Academic Competency?

Why Do Narcissists Care So Much About Intelligence?

Correlates of Self-Estimated Intelligence

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