The role of trait emotional intelligence in academic performance and deviant behavior at school

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

“…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).…”

Connecting Emotional Intelligence and Academic Achievement in Adolescence: A Systematic Review

“…Numerous studies have shown connections between higher levels of emotional intelligence and better academic performance in adolescent students (Parker et al, 2004;Downey et al, 2008;Brouzos, Misailidi & Hadjimattheou, 2014). Moreover, EI appears to have a compensatory effect on school performance of lower cognitive ability students (Petrides, Frederickson & Furnham, 2004; Several studies indicate that EI can be developed and refined in educational context and that the investments in EI trainings can turn to be beneficial both at an individual and societal levels (RuizAranda et al, 2012;Castillo et al, 2013). In this light, one can consider that EI could be used in educational settings as a primary and secondary school drop-out prevention tool.…”

“…Several studies investigated the relationship between overall EI and academic achievement (Petrides, Frederickson & Furnham, 2004;Akbar, Shah, Khan, & Akhter, 2011;Abdo, 2011), as well as the link between different dimensions of EI and academic performance of adolescents (Parker et al, 2004;MacCann, Fogarty, Zeidner, & Roberts, 2011;Yazici, Seyis & Altun, 2011). While some studies focused on the influence of various factors, such as demographics or psychological characteristics (Ekaterini Kargakou, 2015;Yazici, Seyis & Altun, 2011) on the relationship between EI and academic achievement, other studies aimed to test the potential mediator/moderator effect of EI (Hogan, 2009;).…”

“…Most of the studies considered GPA across all academic subjects (Downey, Mountstephen, Lloyd, Hansen & Stough, 2008) and only a few studies used GPA for the core disciplines (Yüksel & Geban, 2014). National examination scores were also used as a measure of academic achievement (Petrides, Frederickson & Furnham, 2004). The full list of identified measures can be analyzed in Table 4.…”

The Predictive Level of Emotional Intelligence for the Domain-specific Creativity: A Study on Gifted Students

“…Yüksek duygusal zekalı bireyler stresle daha iyi baş edebilmekte ve daha geniş sosyal ağlara sahip olabilmekte, akademik performansta -baskının olumsuz etkisini azaltarak-daha yüksek notlara sahip olabilmektedir (Petrides, Fredericson ve Furnham, 2004). Yüksek duygusal yeterliğe sahip bireyler; yaşam doyumu ve öznel iyi oluşu kolaylaştıran; kendi ve diğerlerinin duygularını kullanmakta, anlamakta ve yönetmekte daha yüksek kapasiteye sahip bireylerdir.…”