Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success
By Donald Saklofske, Elizabeth J. Austin, Sarah M. Mastoras, Laura L. Beaton, S. E. Osborne. 2012
232 citations recorded by the source corpus.
Subfields: Applied Psychology, Clinical Psychology, Social Psychology
View Paper: https://www.semanticscholar.org/paper/7871adc2e0ebf26b19eec080eee506b806cede42
Citations in the corpus
- Other-rated personality and academic performance: Evidence and implications (2014, unknown): “…(Pytlik Zillig, Hemenover, & Dienstbier, 2002), it provides significant advantages in stressful situations, with more conscientious students being more likely to focus on learning tasks (Saklofske et al., 2012), and to use problem-focused coping (MacCann, Lipnevich, Burrus, & Roberts, 2012).”
- Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, unknown): “In postsecondary settings, Saklofske et al. (2012) suggested that trait EI might play a differential role by year of study, being more important in the fi rst year of university (e.g., Parker, Summerfeldt, et al., 2004), when students are faced with adjustment and acclimatization challenges.”
- Emotional intelligence predicts academic performance: A meta-analysis. (2019, unknown): “Tonidandel, S., & LeBreton, J. M. (2011). Relative importance analysis: A”
- Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, unknown): “EI may hence be viewed as an important adaptive mechanism which enables students to handle stressors in their academic life (Saklofske et al., 2012).”
- The Big Five and tertiary academic performance: A systematic review and meta-analysis. (2014, unknown): “…cultural studies, undergraduate level 614 20.3 76.9 GPA, registry BFI Agreeableness Conscientiousness Extraversion Neuroticism Openness .09 .27** -.09 .09 .04 Saklofske et al., 2012 GBR Prospective design, academic records obtained for 1 year of study Psychology, undergraduate level 152-…”