Trait emotional intelligence and its links to university performance: An examination

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

“…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). This positive association may be attributed, in part, to a direct pathway involving emotion regulation dispositions.…”

“…Although TEI theory posits null effects of TEI on cognitive abilities, at least small associations of TEI with AP are expected as emotion-related personality traits may play a role in meeting the demands of educational environments (Petrides, Frederickson, & Furnham, 2004;Sanchez-Ruiz, Mavroveli, & Poullis, 2013). 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).…”

The Incremental Validity of the Trait Emotional Intelligence Questionnaire (TEIQue): A Systematic Review and Meta-Analysis

“…However, effects size indicators of the incremental contribution attributable to trait EI (e.g., ΔR 2 values) were not consistently reported across studies (see Tables 2 and 3). Mikolajczak, Petrides, et al, 2009;Mikolajczak, Roy, et al, 2007;Petrides, Pérez-González, et al, 2007;Petrides, Pita, et al, 2007;Sanchez-Ruiz, Mavroveli, & Poullis, 2013;Siegling et al, 2015;Singh & Woods, 2008). The remaining 35.1% of analyses were performed using lower-order personality constructs, such as optimism and social desirability (e.g., , or other variables, like body-mass index , and cognitive ability (Siegling et al, 2014) as baseline predictors.…”

Emotional intelligence, patterns for coping with decisional conflict, and academic achievement in cross-cultural perspective (evidence from selective Russian and Azerbaijani student populations)

“…The data on the connections to academic success of students in different countries is rather inconclusive (Novikova & Kornilova, 2013;Sanchez-Ruiz, Mavroveli & Poullis, 2013), although the notion of a relationship among EQ, social success, and management was affirmed (Stain & Buck, 2007;Caruso, 2016). H. N. Perera and M. DiGiacomo (2013) conducted a meta-analysis of research on EQ and student performance.…”