scholarly journals Post-Print manuscript: Emotional Intelligence Predicts Academic Performance: A Meta-Analysis

2019 ◽  
Author(s):  
Carolyn MacCann ◽  
Kit S Double ◽  
Amirali Minbashian
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Personal Development ◽  
Variance Estimation ◽  
Standardized Test ◽  
Meta Analysis ◽  
Big Five Personality ◽  
Social And Emotional ◽  
Causal Direction ◽  
Importance Analysis

Schools and universities devote considerable time and resources to developing students’ social and emotional skills such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation (N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared to self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated and mixed EI explained an additional 1.7%, 0.7% and 2.3% of the variance respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6% respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction.

scholarly journals Competencia socioemocional en el aula: Características del profesor que favorecen la motivación por el aprendizaje en alumnos de Enseñanza Secundaria Obligatoria

2014 ◽  
Vol 20 (3) ◽  
pp. 257
Author(s):  
Mª Cristina Núñez del Río ◽  
Mónica Fontana Abad
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Academic Motivation ◽  
School Failure ◽  
Emotional Competencies ◽  
Dysfunctional Family ◽  
Social And Emotional ◽  
Academic Motivation Scale ◽  
Motivation Scale ◽  
Recommended Guidelines

RESUMENNo se puede negar el incremento en los diez últimos años de investigaciones y publicaciones centradas en la Competencia Socioemocional. En concreto, este estudio aborda uno de los procesos que, según Goleman (1996), forma parte del constructo Inteligencia Emocional: la motivación. Numerosos estudios tratan su relación con el rendimiento y el fracaso escolar (González, Mendiri y Arias, 2002; Brier, 2006). El aumento de los índices de desmotivación en las aulas, unido a un rendimiento académico cada vez menor en algunos grupos de alumnos —a los que se unen aspectos y situaciones familiares disfuncionales—, justifica este estudio acerca de uno de los factores que más incidencia puede tener en los alumnos y sobre el que se puede intervenir: se trata de las características de los profesores que son percibidas como motivadoras por sus alumnos. En concreto, el estudio aborda el análisis de las diferencias en función de los diferentes cursos, el sexo y los factores de motivación según la Escala de Motivación Académica (EMA, Manassero y Vázquez, 1997, 1998). Para ello, se presentan los primeros hallazgos de un estudio, con una muestra incidental de 350 alumnos de ESO, pertenecientes a dos colegios concertados de diferentes áreas de Madrid. El trabajo concluye con algunas pautas de intervención para los profesores, que se consideran recomendables en la actuación en las aulas.ABSTRACTIt can’t be denied that, in the last ten years, research and publications focusing on Social and Emotional Competencies is increasing. This study addresses one of the processes, which according to Goleman (1996), is part of the Emotional Intelligence construct: motivation. Numerous studies deal with its relationship with performance and school failure (Gonzalez, Mendiri and Arias, 2002; Brier, 2006). The increased rates of demotivation in the classroom, coupled with an increasingly lower academic performance in some groups of pupils, together with dysfunctional family situations, justify this study about one of the factors with more impact on students: the characteristics of teachers who are perceived as motivating by the students. Specifically, in this paper, the differences taking into account the courses, the sex and the motivational factors according to the Academic Motivation Scale (EMA, Manassero and Vazquez, 1997, 1998) will be analyze. For this propose, the first findings of a study, with an incidental sample of 350 students from two schools in different areas of Madrid, will be presented. The paper concludes with some recommended guidelines for intervention for teachers in the classroom. 

Emotional Intelligence and Attachment in Adulthood: A Meta-analysis

2021 ◽  
Author(s):  
Sarah A Walker ◽  
Kit S Double ◽  
Hannah Kunst ◽  
Michael Zhang ◽  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Attachment Styles ◽  
Rating Scales ◽  
Meta Analysis ◽  
Secure Attachment ◽  
Emotional Experiences ◽  
Anxious Attachment ◽  
Avoidant Attachment ◽  
Causal Direction ◽  
Meta Regression

Attachment styles form during childhood emotional experiences. These experiences may be shaped by emotion-related traits such as how children interpret and regulate their own and others' emotions. These emotion-related traits appear in many emotional intelligence (EI) models, such that EI may relate to attachment styles. We conduct a meta-analysis to estimate the association between EI and attachment styles (26 studies, N = 6914). We include only non-clinical adult samples and validated psychometric assessments. We examine EI type as a moderator, comparing ability EI versus EI rating-scales using subgroups analysis and meta-regression. We find that lower anxious attachment is significantly associated with EI rating-scales (r = −0.25, k = 26) and ability EI (r = −0.16, k = 45), lower avoidant attachment is significantly associated with EI rating-scales (r = −0.36, k = 21) and ability EI (r = −0.21, k = 40), but secure attachment is significantly associated with EI rating-scales only (r = 0.31, k = 30). EI type significantly moderated the EI/avoidant attachment association only (β = −0.14, p = .01). We discuss possible mechanisms by which EI could influence early development of attachment styles (and vice-versa) while acknowledging that the causal direction underlying EI/attachment associations is unclear.

scholarly journals Loneliness and the Big Five Personality Traits: A Meta–Analysis

2020 ◽  
Vol 34 (1) ◽  
pp. 8-28 ◽  
Author(s):  
Susanne Buecker ◽  
Marlies Maes ◽  
Jaap J. A. Denissen ◽  
Maike Luhmann
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Structural Equation ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The Other ◽  
Personality Factors ◽  
Big Five Personality ◽  
Personality Psychology ◽  
Total N

This preregistered meta–analysis ( k = 113, total n = 93 668) addressed how the Big Five dimensions of personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness) are related to loneliness. Robust variance estimation accounting for the dependency of effect sizes was used to compute meta–analytic bivariate correlations between loneliness and personality. Extraversion ( r = −.370), agreeableness ( r = −.243), conscientiousness ( r = −.202), and openness ( r = −.107) were negatively related to loneliness. Neuroticism ( r = .358) was positively related to loneliness. These associations differed meaningfully in strength depending on how loneliness was assessed. Additionally, meta–analytic structural equation modelling was used to investigate the unique association between each personality trait and loneliness while controlling for the other four personality traits. All personality traits except openness remained statistically significantly associated with loneliness when controlling for the other personality traits. Our results show the importance of stable personality factors in explaining individual differences in loneliness. © 2020 European Association of Personality Psychology

Emotional Intelligence and Attachment in Adulthood: A Meta-analysis

2021 ◽  
Author(s):  
Sarah A Walker ◽  
Kit S Double ◽  
Hannah Kunst ◽  
Michael Zhang ◽  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Attachment Styles ◽  
Rating Scales ◽  
Meta Analysis ◽  
Secure Attachment ◽  
Emotional Experiences ◽  
Anxious Attachment ◽  
Avoidant Attachment ◽  
Causal Direction ◽  
Meta Regression

Attachment styles form during childhood emotional experiences. These experiences may be shaped by emotion-related traits such as how children interpret and regulate their own and others' emotions. These emotion-related traits appear in many emotional intelligence (EI) models, such that EI may relate to attachment styles. We conduct a meta-analysis to estimate the association between EI and attachment styles (26 studies, N = 6914). We include only non-clinical adult samples and validated psychometric assessments. We examine EI type as a moderator, comparing ability EI versus EI rating-scales using subgroups analysis and meta-regression. We find that lower anxious attachment is significantly associated with EI rating-scales (r = −0.25, k = 26) and ability EI (r = −0.16, k = 45), lower avoidant attachment is significantly associated with EI rating-scales (r = −0.36, k = 21) and ability EI (r = −0.21, k = 40), but secure attachment is significantly associated with EI rating-scales only (r = 0.31, k = 30). EI type significantly moderated the EI/avoidant attachment association only (β = −0.14, p = .01). We discuss possible mechanisms by which EI could influence early development of attachment styles (and vice-versa) while acknowledging that the causal direction underlying EI/attachment associations is unclear.

scholarly journals Loneliness and the Big Five Personality Traits: A Meta-Analysis

2019 ◽  
Author(s):  
Susanne Buecker ◽  
Marlies Maes ◽  
Jaap J. A. Denissen ◽  
Maike Luhmann
Keyword(s):  
Personality Traits ◽  
Big Five ◽  
Structural Equation ◽  
Variance Estimation ◽  
Meta Analysis ◽  
The Other ◽  
Personality Factors ◽  
Big Five Personality ◽  
Total N ◽  
Five Dimensions

This preregistered meta-analysis (k = 113, total n = 93,668) addressed how the Big Five dimensions of personality (extraversion, agreeableness, conscientiousness, neuroticism, and openness) are related to loneliness. Robust variance estimation accounting for the dependency of effect sizes was used to compute meta-analytic bivariate correlations between loneliness and personality. Extraversion (r = -.370), agreeableness (r = -.243), conscientiousness (r = -.202), and openness (r = -.107) were negatively related to loneliness. Neuroticism (r = .358) was positively related to loneliness. These associations differed meaningfully in strength depending on how loneliness was assessed. Additionally, meta-analytic structural equation modelling was used to investigate the unique association between each personality trait and loneliness while controlling for the other four personality traits. All personality traits except openness remained statistically significantly associated with loneliness when controlling for the other personality traits. Our results show the importance of stable personality factors in explaining individual differences in loneliness.

scholarly journals Emotional intelligence predicts academic performance: A meta-analysis.

2020 ◽  
Vol 146 (2) ◽  
pp. 150-186 ◽  
Author(s):  
Carolyn MacCann ◽  
Yixin Jiang ◽  
Luke E. R. Brown ◽  
Kit S. Double ◽  
Micaela Bucich ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Meta Analysis
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