Bidirectional Relationship Between Emotional Intelligence and Perceptions of Resilience in Young Adolescents: A Twenty-Month Longitudinal Study

Zheng, Yongping; Cai, Dongdong; Zhao, Jia-Lin; Cai-yun, Yang; Xia, Tian; Xu, Zhening

doi:10.1007/s10566-020-09578-x

Cited by 21 publications

(20 citation statements)

References 59 publications

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“…AR is a cognitive capacity to successfully anticipate and adapt to challenging circumstances in an academic context (Romano et al, 2021). As a facet of psychological capital (PsyCap) linked to adaptation, it is a phenomenon of positive psychological development where a student's cognitive function and development are not impeded by stressful events and conditions in his/her academic path (Zheng et al, 2020). Cassidy (2015) defines AR as the ability to cope with problems effectively when faced with educational challenges, reducing the effect of risk factors (e.g., stressful academic life events) while strengthening protective factors (e.g., social support, optimism, and active coping) that enhance the ability to deal with such challenges.…”

Section: Literature Reviewmentioning

confidence: 99%

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Ononye¹,

Ogbeta

Ndudi³

et al. 2022

Knowledge and Performance Management

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Academic resilience and emotional intelligence are considered important personal resources for furthering students’ academic performance. However, many educational organizations seem to trivialize the performance implications of these constructs in teachings and curriculum. Consequently, it can decrease not just their academic performance but also their employability, as they lack the generic competencies to adapt and survive in a stressful context. Even so, empirical evidence on integrating academic resilience, emotional intelligence, and academic performance remains unexplored in the Nigerian university context. Therefore, the study aimed to investigate the linkages between academic resilience, emotional intelligence, and academic performance in Nigeria. The partial least square (PLS) modeling method was utilized for testing the stated hypotheses with data collected from 179 final year undergraduate students in the regular B.Sc. Business Administration and B.Sc. Marketing program at Delta State University, Nigeria. From the PLS results, the study reported that academic resilience was positively related to emotional intelligence (β = 0.125, p = 0.007), academic resilience (β = 0.231, p = 0.000) and emotional intelligence (β = 0.260, p = 0.000) were positively related to academic performance, and emotional resilience mediated the positive relationship between academic resilience and academic performance (β = 0.057, p = 0.005). While academic resilience predicted academic performance, it also predicted emotional intelligence, which affected academic performance significantly and positively.

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Section: Literature Reviewmentioning

confidence: 99%

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Ononye¹,

Ogbeta

Ndudi³

et al. 2022

Knowledge and Performance Management

View full text Add to dashboard Cite

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“… School burnout is positively related to anxiety. All of them have significant differences (p<0.01) Zheng et al (2020) 85 To investigate the bidirectional relationship between emotional intelligence and resilience. Trait Emotional Intelligence Resilience Risk factors Protective factors The self-reported Emotional Intelligence Scale The Resilience Scale (CD-RISC) The Shanghai High School Student Development Questionnaire 988 Chinese high school students For emotional intelligence, resilience and support, it is observed a significant effect of time (p<0.05; p<0.01; p<0.05, respectively).…”

Section: Resultsmentioning

confidence: 99%

Emotional Intelligence and Resilience Outcomes in Adolescent Period, is Knowledge Really Strength?

Collado-Soler¹,

Trigueros²,

Aguilar-Parra³

et al. 2023

PRBM

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Adolescence is possibly the most difficult period of life, because it is the beginning of a series of changes in both the internal and external aspects of the body. For this reason, we all have a series of psychological mechanisms, resilience and emotional intelligence, which allow us to adapt to these periods of change. In this way, the present study aims to analyse through a systematic review the results obtained in different studies to better understand the current situation. The methodology used in the systematic review was PRISMA, covering a period of the last 10 years. The results obtained show that the selected studies show a strong relationship between resilience and emotional intelligence when there are adequate levels of resilience and emotional intelligence. Therefore, it is necessary for young people to develop a series of internal mechanisms that act as protectors against the vicissitudes they may face in their lives, allowing them to fully adapt to the demands of the context.

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“…From the analysis, it can be deduced that while the role of emotional intelligence and positive thinking in relation to resilience have, even recently, been widely investigated (Armstrong et al ., 2011; Cejudo et al ., 2016; Belykh, 2019; Chen, 2019; Trigueros et al ., 2019; Thomas and Zolkoski, 2020; Zhao et al ., 2020; Cerit and Şimşek, 2021; Cuartero and Tur, 2021; Rezaei et al ., 2021; Sk and Halder, 2021; Zheng et al ., 2021), to our knowledge, there are few studies that directly link planfulness – a process-focused trait of individual differences in goal achievement – with resilience. Specifically, no previous studies have been conducted on these three traits as constituents of individual resilience and their effects on academic achievements.…”

Section: Unpacking Individual Resiliencementioning

confidence: 99%

Individual resilience and academic achievements: a soft traits approach to craft universities' placement and facilitate firms' onboarding

Cantoni,

Platoni,

Virtuani

2023

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PurposeFrequently the universities' Placement Service is based on the student's hard profile at the expense of soft traits. On the other side, the “person–organization fit” axiom suggests firms are looking for profiles with specific soft skills to face the increasing level of environmental turbulence. This research aims to understand if high-resilience students also have high academic achievements and how the three components of resilience (emotional intelligence, positive thinking, planfulness) can have different impact on individual performances.Design/methodology/approachThe research was conducted on students enrolled on different courses of studies and years in an Economics and Law faculty. A questionnaire was administered during the first exam session (ante-Covid) and the second and third exam sessions (post-Covid). This questionnaire consists of 84 questions related to planfulness, emotional intelligence and positive thinking, whose combination can be considered a measure of resilience. In fact, the Principal Component Analysis (PCA) was carried to identify these three new variables (the components) based on the 84 initial ones. Finally, an ordered logit model was implemented to verify whether, and in what direction, planfulness, emotional intelligence, positive thinking and Covid 19 (the independent variables) affected the students' performance (the dependent one).FindingsWhile planfulness positively affected academic performance, emotional intelligence affected it negatively. The impact of positive thinking and Covid was not significant, and thus what emerged from the preliminary analysis of the grades is not confirmed.Research limitations/implicationsThis is a case study of a university experience that is paying great care in preparing students to satisfy the firms' work demands. To confirm and refine results the sample will be expanded to other faculties and other life/soft skills will be investigated.Practical implicationsThis soft trait approach—that studies how various measures of soft skills are related to course grades—has a two-fold significance by crafting universities' placement activities and facilitating firms' onboarding.Social implicationsThis is a case study of a university experience; a university that is paying great attention to preparing students ready to satisfy the firms' work demands but also citizens capable of supporting the growth of their nation and society in general.Originality/valueThe research can be considered a first step towards the inclusion of the formal evaluation of the students' life skills in their academic path, creating a link with their achievements.

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Bidirectional Relationship Between Emotional Intelligence and Perceptions of Resilience in Young Adolescents: A Twenty-Month Longitudinal Study

Cited by 21 publications

References 59 publications

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Academic resilience, emotional intelligence, and academic performance among undergraduate students

Emotional Intelligence and Resilience Outcomes in Adolescent Period, is Knowledge Really Strength?

Individual resilience and academic achievements: a soft traits approach to craft universities' placement and facilitate firms' onboarding

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