No abstract

Trait emotional intelligence ('trait EI' or 'trait emotional self-efficacy') is a constellation of emotion-related self-perceptions and dispositions comprising the affective aspects of personality. The present study investigated the role of trait EI in children's peer relations at school. One hundred and sixty pupils (83 girls; mean age = 10.8 years) were administered the trait emotional intelligence questionnaire and were subsequently asked to nominate all classmates who fitted each of seven distinct behavioural descriptions ('co-operative', 'disruptive', 'shy', 'aggressive', 'dependent', 'leader' and 'intimidating'). The teachers were also asked to nominate all pupils who fitted the seven descriptions. Pupils with high trait EI scores received more nominations for 'co-operation' and 'leadership' and fewer nominations for 'disruption', 'aggression' and 'dependence'. Factor analysis of teacher nominations revealed two orthogonal factors encompassing pro social and antisocial descriptions, respectively. High trait EI pupils scored higher on the pro social factor and lower on the antisocial factor. The discussion focuses on the construct validity of trait EI and its implications for children's peer relations at school.

The SCQ is a simple to complete, reliable, and valid tool for assessing primary-secondary transition concerns. It could serve a valuable role in the evaluation and development of universal and targeted school-based initiatives that aim to promote positive secondary transition.

This study highlights the importance of viewing CU traits and conduct problems, not only as related phenomena, but also as distinct entities in mediating the underlying susceptibility of children to bully others directly. Furthermore, a combination of these traits appears to be a particularly potent risk factor for both direct and indirect bullying. Implications for intervention are discussed, in particular the concern that lack of empathy and insensitivity to punishment in those with CU traits may also make them particularly resistant to current forms of bullying intervention.

This longitudinal study of adolescents in the first year of secondary school, examined the relationship between psychological functioning at the beginning of year 7 (mean age 11.25 years) with attainment at the end of year 7 (mean age 11.78 years). Depressive symptoms, school liking and conduct problems predicted lower attainment across time having controlled for the temporal stability in psychological functioning and attainment. School concerns predicted lower attainment for boys only, and the effects of depressive symptoms on later attainment were significantly stronger for boys compared to girls. School liking – and school concerns for boys – remained significant predictors of attainment when controlling for conduct problems. The transition to secondary school may represent a window of opportunity for developing interventions aimed at improving both pupil psychological functioning and attainment.