The relationship of trait emotional intelligence with academic performance: A meta-analytic review

Perera, Harsha N.; DiGiacomo, Michelle

doi:10.1016/j.lindif.2013.08.002

Cited by 175 publications

(189 citation statements)

References 98 publications

(190 reference statements)

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“…Consistent with this theorizing, metaanalytic evidence affirms that TEI and AP are modestly, but non-trivially, positively related 4 (Perera & DiGiacomo, 2013;Richardson, Abraham, & Bond, 2012). Furthermore, in the context of the university transition, and the university environment more generally, TEI has been found to be positively associated with GPA (Parker et al, 2004;Sanchez-Ruiz et al, 2013).…”

Section: Tei and Apsupporting

confidence: 59%

“…This positive association may be attributed, in part, to a direct pathway involving emotion regulation dispositions. A propensity for regulating emotion among high TEI individuals may foster AP by minimizing susceptibility to the deleterious effects of negative emotions on cognitive functioning in stressful academic settings (Perera & DiGiacomo, 2013). Furthermore, emotional self-efficacy may play a role in emotional self-management in academic activities (Qualter, Gardner, Pope, Hutchinson, & Whiteley, 2012).…”

Section: Tei and Apmentioning

confidence: 99%

“…AA is defined as positive academic functioning, involving engagement in academic activities (e.g., preparing for exams and assignments, regular coursework study, organizing class information; Perera & McIlveen, 2014). There are at least two plausible explanations for an association: (a) it may be that TEI dispositions (e.g., self-motivation) foster the mobilization of effort to engage in tasks (Akhtar, Boustani, Tsivrikos, & Chamorro-Premuzic, 2015): and (b) self-control dispositions among high TEI individuals could offset the influence of externally-elicited motives on behavior, thereby sustaining engagement notwithstanding exposure to transition stressors (Perera & DiGiacomo, 2013). To the extent that people engage in academic activities, they may be expected to perform better than those who are less engaged (Credé & Niehorster, 2012).…”

Section: Distal Mediational Pathwaysmentioning

confidence: 99%

“…These dispositions and self-perceptions reflect typical patterns of feelings, thoughts and behaviors related to the perception, regulation, management, and expression of emotion-related information as well as self-control, self-motivation, and optimistic dispositions (Petrides, 2011). Higher TEI has been linked to AP across several educational settings (Perera & DiGiacomo, 2013) as well as specific educational stressors (Parker, Summerfeldt, Hogan, & Majeski, 2004). However, the pathways by which TEI is associated with AP have received only little investigation.…”

mentioning

confidence: 99%

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The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

Perera

DiGiacomo

2015

Personality and Individual Differences

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Section: Tei and Apsupporting

confidence: 59%

Section: Tei and Apmentioning

confidence: 99%

Section: Distal Mediational Pathwaysmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

Perera

DiGiacomo

2015

Personality and Individual Differences

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“…In a meta-analysis study, Perera & DiGiacomo (2013) also found a weak correlation between the qualities of emotional intelligence and the academic performance of the students (43).…”

Section: Discussionmentioning

confidence: 98%

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Ranjbar¹,

Khademi²,

Areshtanab³

2017

Acta Facultatis Medicae Naissensis

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SU M M A RYAcademic achievement is one of the most important concepts in the field of education. Although emotional intelligence, as a key factor in academic achievement, has been studied in various studies, yet the results obtained are not in harmony with each other and the topic is yet under debate. In order to fill in this informational vacuum, the present research was undergone using a meta-analysis method.In order to make a thorough search to find articles within the Iranian context, key words such as "Emotional Intelligence" AND (Emotional OR Intelligence) AND "academic achievement" OR "academic status" AND "Student" AND "Iran", were used without limitation in dates or language in the following sites: Medline, Scopus, ScienceDirect, Web of Knowledge, Ovid, Wiley, Google Scholar, and Persian databases such as SID, Irandoc and Magiran. The random effect model was utilized for statistical pooling.A total of 23 articles were chosen to enter the meta-analysis. The pooled results showed a meaningful relationship between emotional intelligence and academic achievement (Pooled Correlation = 0.157; 95% CI, 0.081-0.231). The Cochran Q (Q = 145:126, p = 0.000) and I 2 = 84.84% index indicated a high heterogeneity among the articles entering the meta-analysis. In subgroup analysis, the students in state universities had more summary effect (0.177; 95% CI, 0.085 -0.267) compared to the ones studying in private ones (0.118; 95% CI, 0.024-0.255). No sign of publication bias was found.A weak correlation was seen between emotional intelligence and educational achievement in the context of Iranian university students. It seems that the relationship of these concepts may be affected by other factors in this setting, so this calls for further studies in this field.

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Emotional Intelligence

Qualter

Davis

2020

The Encyclopedia of Child and Adolescent Development

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Emotional intelligence provides a lens that helps us to critically engage with, and analyze, ourselves and the social world around us. While formal definition of emotional intelligence did not happen until the 1990s, we now have a clear understanding of how cognitive development during childhood contributes to the development of emotional intelligence through advancing language acquisition, growth in theory of mind, and executive functions. This entry discusses that work, moving on to then consider how children develop emotional intelligence through their caregiver, peer, and teacher relationships, where there are opportunities for direct teaching and coaching from others, and chances to discuss how others feel and respond to emotions. In childhood, emotional intelligence contributes to social and academic competencies and mental health, and this entry discusses those empirical findings. Social and emotional learning programs have been developed for children, and this entry discusses a successful program focused specifically on emotional intelligence development.

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The relationship of trait emotional intelligence with academic performance: A meta-analytic review

Cited by 175 publications

References 98 publications

The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

The Relation between Academic Achievement and Emotional Intelligence in Iranian Students: A Meta-Analysis

Emotional Intelligence

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