Does Emotional Intelligence Assist in the Prediction of Academic Success?

By Kimberly A. Barchard. 2003

389 citations recorded by the source corpus.

Subfields: Clinical Psychology, Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/b1108d48ee2ea9ca71304d8646f72f3c5e8fa3df

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In Clinical Psychology

In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review (2006, background): “Barchard (2003) reportedfinding that somemeasuresofEIpredictedacademic success but that none of these measures showed incremental predictive validity for academic success over and above cognitive and personality variables.”
Trait emotional intelligence, conflict communication patterns, and relationship satisfaction (2008, background): “, 2003), but either weakly or unrelated to intelligence (Barchard, 2003; Davies et al., 1998; van der Zee et al., 2002).”
A review and critique of emotional intelligence measures. (2005, background): “In fact, a recent study by Barchard (2003) found that none of the many EI measures she examined (including the MSCEIT) showed incremental validity for predicting academic success over and above cognitive ability and personality.”
Is there a validity increment for tests of emotional intelligence in explaining the variance of performance criteria (2006, background): “Barchard (2003) also reported low correlations between some measures of EI and academic success.”
The contribution of emotional and spiritual intelligences to effective business leadership (2009, background): “In studying the validity of EI, Barchard and Hakstian (2004) found that ability-EI predicts academic success, but does not add predictive validity beyond IQ. However, Lam and Kirby (2002) found that ability-EI contributes to cognitive performance under”
Incremental validity of the Mayer–Salovey–Caruso Emotional Intelligence Test Version 2.0 (MSCEIT) after controlling for personality and intelligence (2009, background): “…have examined the incremental validity of the MSCEIT with a variety of outcome measures, several of which were published after Brody’s (2004) review (Barchard, 2003; Bastian et al., 2005; Brackett & Mayer, 2003; Brackett et al., 2004; Lopes et al., 2003; Lopes et al., 2004; Lyons & Schneider,…”
TARGET ARTICLES: "Emotional Intelligence: Theory, Findings, and Implications" (2004, background): “EI correlates with grades about r = .20 to .25 among college students (Ashkanasy & Dasborough, 2003; Barchard, 2003; Brackett & Mayer, 2003; Lam & Kirby, 2002).”
Primary Social and Emotional Aspects of Learning (SEAL): Evaluation of Small Group Work (2008, background): “Conversely, critics such as Barchard (2003) have claimed that SEL programs are “not the panacea that some writers claim” (p.856).”
Perceived emotional intelligence and life satisfaction : Predictive and incremental validity using the Trait Meta-Mood Scale (2005, background): “Future studies should include measures to control for social desirability (Barchard, 2003; Charbonneau & Nicol, 2002; Engelberg & Sjoberg, 2004).”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “…the attempt to explore the importance of other factors on students' academic achievement, studies relating EI and academic achievement emerged (Barchard, 2003; Newsome, Day, & Catano, 2000; O'Connor & Little, 2003; Parker, Creque, et al., 2004; Petrides, Frederickson, & Furnham, 2004; Schutte…”
A meta-analysis of the five-factor model of personality and academic performance. (2009, background): “Barchard, K. A. (2003). Does emotional intelligence assist in the prediction of academic success? Educational and Psychological Measurement, 63, 840–858. Barrick, M. R., & Mount, M. K. (1991). The Big Five personality dimensions and job performance: A meta-analysis.”