Trait emotional intelligence influences on academic achievement and school behaviour

Abstract

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

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

“…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;. Experimental findings have provided insight regarding the connection between trait EI and academic performance.…”

Level of emotional intelligence and its association with person-related characteristics among grade 8 students in a suburban setting

“…In Sri Lanka, school adolescents face a lot emotional challenge in an overly competitive academic environment. While emotional coaching by parents being helpful in early years of life, similar coaching by teachers at schools is equally important during adolescence in the later stages of development [8].…”

Emotional intelligence predicts peer-rated social competence above and beyond personality traits

“…For example, Petrides, Sangareau, Furnham, and Frederickson (2006) demonstrated that children with high trait EI scores received more nominations from peers and teachers for positive social attributes, such as cooperation and leadership, and fewer nominations for negative social characteristics, such as aggression and delinquency (for similar results see Mavroveli & Sánchez-Ruiz, 2011;Santesso, Dana, Schmidt, & Segalowitz, 2006). However, the above-mentioned studies concern mainly children.…”