Academic achievement in high school: does emotional intelligence matter?

By James D. A. Parker, Ronald E. Creque, David L. Barnhart, J. Harris, S. Majeski, L. M. Wood, B. Bond, M. Hogan. 2004

427 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/441a0c428739a5640136a823b09227bddd538615

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In Education

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotional intelligence and scholastic achievement in Australian adolescents (2008, methodology): “As with previous work in the area of academic success (Parker et al., 2004), the sample was divided into three academic groups based on their GPA (80th percentile or better, middle group, and 20th percentile or lower).”
Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “Parker, Creque et al. (2004) presented criterion validity data showing that global trait EI and three subscales (adaptability, interpersonal, and stress management) were higher in aca-demically successful high school students.”
Is there a validity increment for tests of emotional intelligence in explaining the variance of performance criteria (2006, background): “Due to the fact that the highest correlations between academic performance and EI were found for high school students and Trait EI (Parker et al., 2004), it is necessary to investigate this relationship in more detail.”
Creativity, Age And Gender As Predictors Of Academic Achievement Among Undergraduate Students (2009, neutral): “…2006; G. M. Johnson, 2008; W. Johnson, McGue, & Iacono, 2006; Layne, Jules, Kutnick, & Layne, 2008; Liew, McTigue, Barrois, & Hughes, 2008; Mizuno et al., 2008; Moller, Stearns, Blau, & Land, 2006; Parker et al., 2004; Schlee, Mullis, & Shriner, 2008; Thompson & Zamboanga, 2004; Zhang, 2004).”
Assessing Emotional Intelligence (2009, background): “Petrides et al. (2004), in addition to academic achievement, looked at ‘‘deviant’’ school behaviours in relation to EI.”
Ability emotional intelligence, trait emotional intelligence and academic success in British secondary schools (2012, neutral): “…is also an important factor in the academic achievement of university and high school students (e.g., Austin, Evans, Goldwater, & Potter, 2005; Downey, Mountstephen, Lloyd, Hansen, & Stough, 2008; Parker, Summerfeldt, Hogan, & Majeski, 2004; Parker et al., 2004; Vidal Rodeiro, Bell, & Emery, 2009).”
Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School (2007, background): “Other research suggests that specific trait EI dimensions predict academic success among adolescents (Parker et al., 2004).”
The Bar-On model of emotional-social intelligence (ESI). (2006, background): “…reveal a statistically significant relationship between EQ-i scores and performance at school, four major studies conducted on much larger samples in South Africa, Canada and the United States (Bar-On, 1997b, 2003; Parker et al., 2004; Swart, 1996) clearly indicate that such a relationship exists.”
An in-depth look at scholastic success: Fluid intelligence, personality traits or emotional intelligence? (2009, background): “In a study conducted on a sample of high school students (Parker et al., 2004), emotional intelligence turns out to be a predictor of scholastic success as defined in terms of the end of year GPA.”