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

Perera, Harsha N.; DiGiacomo, Michelle

doi:10.1016/j.paid.2015.04.001

Cited by 76 publications

(61 citation statements)

References 30 publications

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“…Research has shown that emotion regulation is a critical skill, not only for successful social relationships (Rubin & Krasnor, 1986), but also for psychological and physical well being (Romanelli, Cain, & Smith, 2006) and college students' retention and academic success (Parker, Hogan, Eastabrook, Oke, & Wood, 2006;Parker, Summerfeldt, Hogan, & Majeski, 2004;Perera & DiGiacomo, 2015). A deficiency of emotion regulatory skills is often a precursor of deviant behaviors and development of psychopathology (Calkins & Dedmon, 2000).…”

Section: Exploring Emotion Regulation As a Potential Mediatormentioning

confidence: 99%

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Shim¹,

Wang²,

Makara³

et al. 2017

Journal of College Student Development

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University life can be stressful and students may struggle to adjust socially. The present study examined students' social achievement goals-their orientations towards their relationships with their peers-as one important factor underlying students' social and psychological adjustment in college. When investigating the direct and indirect effects of social achievement goals on psychological adjustment (i.e., life satisfaction, depression, stress, and worry), the mediating role of emotion regulation was examined. Data were collected from students attending a university in China (N= 1,242, 35% male). The widely adopted three-factor structure of social achievement goals (i.e., social development goals, social demonstration-approach goals, social demonstration-avoidance goals) was confirmed to fit the data among Chinese college students.The results showed the direct and indirect benefits of endorsing a social development goal.Augmented emotion regulation mediated the effect of social development goals. The total effects of a social demonstration-approach goal were weak, but the goal indirectly impaired students' psychological adjustment via reduced emotion regulation. Endorsing a social demonstrationavoidance goal tended to compromise psychological adjustment and the effects were mediated through reduced emotion regulation. Implications for supporting students' adjustment to college are discussed.

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Section: Exploring Emotion Regulation As a Potential Mediatormentioning

confidence: 99%

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Shim¹,

Wang²,

Makara³

et al. 2017

Journal of College Student Development

View full text Add to dashboard Cite

show abstract

“…A large body of evidence shows that emotional intelligence is positively related with academic success at university (Perera & DiGiacomo, 2015;Pope, Roper, & Qualter, 2012;Richardson et al, 2012;Sanchez-Ruiz, Mavroveli, & Poullis, 2013) and is a positive predictor of it (Mohzan, Hassan, & Halil, 2013). Support for these findings has also been received in a systematic review of 26 studies on the relationship between emotional intelligence and tertiary academic success (Hanafi et al, 2016).…”

Section: Emotional Intelligencementioning

confidence: 91%

Tertiary Academic Success: A Review of Factors in the Context of Ecological Model

Firdous¹,

Ali²

2017

J.educ.soc.sci

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Working in academic settings is an important area in community psychology and tertiary academia (education after high school) is of marked significance. Success in tertiary education is consequential for subsequent life and several factors are involved in it. The aim of this review paper was to analyze these factors within the context of Ecological Model of Dalton, Elias, and Wandersman (2007). In this model, environment has interconnected layers of proximal and distal systems which comprise five ecological levels of analysis: individuals, microsystem, organizations, localities and macrosystem. Specifically, the objectives of this study were to analyze the research work done on tertiary academic success factors in the years 2012-2016 at all ecological levels of analysis. Tertiary academic success in these studies has been measured in terms of GPA, grades, percentages, retention in course, completion of degree within time and academic success scales. Analysis of the factors of tertiary academic success at all community levels is needed to cut down attrition rates, improve student retention and help achieve good GPAs. This review highlights that the individual factors have been explored to a larger extent and factors related to other ecological levels are underexplored. The review contributes to field by enhancing the understanding of factors related to tertiary academic success. It may also assist educationists taking practical steps to help students achieve this success. Further theoretical and practical implications and directions for future research are discussed.

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“…Recent conceptualizations of coping highlight the interconnectedness between coping and emotional regulation skills and impulse control, and suggest that better coping skills are contingent on sophisticated emotional capacities (Erozkan, 2013;Mikolajczak, Nelis, Hansenne, & Quoidbach, 2008;Saklofske, Austin, Galloway, & Davidson, 2007). Emotional capacities and advanced coping are significantly and positively correlated, with the ability to regulate emotions being a reliable predictor of the ability to employ a wide range of coping strategies to negotiate stressors (Downey, Johnston, Hansen, Birney, & Stough, 2010;Mikolajczak, et al, 2008;Perera & DiGiacomo, 2015;Zeidner, Kloda, & Matthews, 2013).…”

Section: The Curative Roles Of Coping and Resiliencementioning

confidence: 99%

Contemporary Trauma Theory and Trauma-Informed Care in Substance Use Disorders: A Conceptual Model for Integrating Coping and Resilience

Goodman¹

2017

ASW

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

Cited by 76 publications

References 30 publications

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

College Students’ Social Goals and Psychological Adjustment: Mediation via Emotion Regulation

Tertiary Academic Success: A Review of Factors in the Context of Ecological Model

Contemporary Trauma Theory and Trauma-Informed Care in Substance Use Disorders: A Conceptual Model for Integrating Coping and Resilience

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