The Role of Emotional Intelligence in Education

Parker, James D. A.; Saklofske, Donald H.; Wood, Laura; Collin, Terri

doi:10.1007/978-0-387-88370-0_13

Cited by 34 publications

(28 citation statements)

References 42 publications

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“…Providing comprehensive coverage of affect-related traits, trait EI has relevance to virtually all psychological assessment applications, such as in clinical (Hansen, Lloyd, Stough, & Saklofske, 2009;M. M. Smith, Saklofske, & Nordstokke, 2014), physical health (Keefer, Parker, & Saklofske, 2009), occupational (Di Fabio & Saklofske, 2014;Furnham, 2009), and educational contexts (Parker, Saklofske, Wood, & Collin, 2009;Vesely, Saklofske, & Nordstokke, 2014). However, one major criticism concerning the conceptualization of EI as a personality construct revolves around its overlap with higher order personality dimensions, such as the Big Five personality traits (e.g., Zeidner, Roberts, & Matthews, 2004).…”

mentioning

confidence: 99%

Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)

Siegling

Vesely

Petrides

et al. 2015

Journal of Personality Assessment

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This study examined the incremental validity of the adult short form of the Trait Emotional Intelligence Questionnaire (TEIQue-SF) in predicting 7 construct-relevant criteria beyond the variance explained by the Five-factor model and coping strategies. Additionally, the relative contributions of the questionnaire's 4 subscales were assessed. Two samples of Canadian university students completed the TEIQue-SF, along with measures of the Big Five, coping strategies (Sample 1 only), and emotion-laden criteria. The TEIQue-SF showed consistent incremental effects beyond the Big Five or the Big Five and coping strategies, predicting all 7 criteria examined across the 2 samples. Furthermore, 2 of the 4 TEIQue-SF subscales accounted for the measure's incremental validity. Although the findings provide good support for the validity and utility of the TEIQue-SF, directions for further research are emphasized.

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confidence: 99%

Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)

Siegling

Vesely

Petrides

et al. 2015

Journal of Personality Assessment

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“…Last but not least, while it was found in many studies that there was a direct relationship between EI and academic performance, this study shows that the relationship between the two is mediated by students’ self‐directedness in learning. Moreover, EI may differentially predict success by major subject area, with social and emotional skills more crucial for liberal arts than for sciences (Parker et al ., ). Indeed, there were concurring results reported by Zhoc et al .…”

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confidence: 97%

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

Zhoc

Chung

King

2018

British Educational Res J

130

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Self-directed learning is recognised as a key goal of higher education. To facilitate self-directed learning, emotional intelligence (EI), which encompasses the ability to regulate one's own emotions and to generate positive emotions, is important. The present study aimed to examine the effects of EI on self-directed learning and how EI and self-directed learning contribute to key learning outcomes in higher education, including grade point average (GPA), generic learning outcomes (including social, cognitive and self-growth outcomes) and students' satisfaction with their university experience. The study adopted a prospective longitudinal design with 560 first-year undergraduate students completing different measures at the beginning and end of the academic year. Results of the structural equation modelling showed that EI had a strong effect on self-directed learning, which in turn was positively associated with GPA and various generic learning outcomes that are related to students' satisfaction with the university experience. To better delineate the relationship between EI and self-directed learning, multiple regression was performed. Results indicated that three key emotional abilities-emotional regulation of the self (ERS), appraisal of emotions in the self (AES) and emotional regulation of others (ERO)-were positively associated with self-directed learning. This study provided empirical evidence that students who are more emotionally intelligent are more self-directed, leading to higher achievement in both academic and generic development, which in turn results in higher university satisfaction. Implications of the findings are discussed.

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“…With the intention of enhancing students' emotional intelligence, Taylor's Life skills program was designed in 2017, and implemented in early 2018. The aim of the current research is to study the effectiveness of training life skills on students' social competence and improve their academic development through encouraging them to actively involved in the learning process, and to develop their intellectual well-being through critical thinking (Parker, Saklofske, Wood, & Collin, 2009). As mentioned earlier, another objective of the Life skills program was to teach students' life skills and enhance their emotional intelligence as an integral skillset for both personal development and employability (Goleman, 1995).…”

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A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

Nair¹,

Fahimirad²

2019

IJHE

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Recently, it is more demanding to enter job market since current employers hire staff with some life skills such as leadership, communication skills, time management, problem solving skills, and teamwork. The current study aimed to identify the relationship between life skills program, student's personal efficacy and competencies. Moreover, this study investigated eight students’ perceptions of their personal efficacy after understanding life skills program. This study employs a qualitative research approach using an in-depth interview and self-reporting of the life skills module. The participants were randomly selected among freshman undergraduate students who have passed the life skill modules at Taylor’s University, Malaysia. This study aimed to identify students’ perceptions, competencies after completing life skills modules. It also elaborates on how life skills considered as a technical requirement for hard skills and employees’ future. The results of thematic analysis indicated that embedding the life-skills program in the university curriculum plays a key role in shaping students' personal and social competencies. This finding has important implications for educators and educational policy makers to integrate students’ life skills into curriculum so as to influence students’ professional and interpersonal skills such as team working, communication, leadership, time management, decision making and problem-solving.

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The Role of Emotional Intelligence in Education

Cited by 34 publications

References 42 publications

Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)

Incremental Validity of the Trait Emotional Intelligence Questionnaire–Short Form (TEIQue–SF)

Emotional intelligence (EI) and self‐directed learning: Examining their relation and contribution to better student learning outcomes in higher education

A Qualitative Research Study on the Importance of Life Skills on Undergraduate Students’ Personal and Social Competencies

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