Coping mediates the relationship between emotional intelligence (EI) and academic achievement

By C. MacCann, Gerard Fogarty, M. Zeidner, R. Roberts. 2011

346 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/d15bacf997d1ea49ab20d9226781449fad90aa30

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Coping, academic engagement and performance in university students (2018, result): “The results verify that students who avoid stressful situations and problems exhibit poorer academic performance, in line with past research (MacCann et al., 2011).”
Review of Brief School-Based Positive Psychological Interventions: a Taster for Teachers and Educators (2017, background): “…as emotion regulation has been related to individual well-being, social competencies, and academic achievement in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002), and university students (MacCann et al. 2011), even when controlling for IQ and cognition-related skills.”
Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability (2014, background): “GPA was computed as the average of official GPAs at the end of each trimester.”
Contemplative Education: A Systematic, Evidence-Based Review of the effect of Meditation Interventions in Schools (2015, background): “Emotional regulation is positively associated with academic success in kindergarten (Graziano et al. 2007), middle school (Gumora and Arsenio 2002) and university students (MacCann et al. 2011), even when controlling for IQ and cognition-related abilities.”
The impact of Emotional Intelligence on academic achievement: A longitudinal study in Portuguese secondary school (2015, background): “Moreover, a recent study exploring the possible mediating role of coping on the relationship between EI and students' academic success, confirmed the predictive validity of EI, reveling the direct and indirect positive effects that EI has on students' scholastic achievement (MacCann et al., 2011).”
Cognitive-Social Sources of Wellbeing: Differentiating the Roles of Coping Style, Social Support and Emotional Intelligence (2016, methodology): “Studies using the MSCEIT have produced mixed outcomes, but there is a trend towards EI relating to a broadly adaptive style of coping, characterized by higher problem-focus, and lower emotion-focus and avoidance (MacCann et al. 2011; Matthews et al. 2006).”
The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance (2017, background): “…(e.g., standardized test scores, grade point average, graduation; Fernández, Salamonson, & Griffiths, 2012; Hogan et al., 2010; Jaeger & Eagan, 2007; Keefer, Parker, & Wood, 2012; MacCann et al., 2011; Mayer et al., 2008; Mestre, Guil, Lopes, Salovey, & Gil-Olarte, 2006; Perera & Digiacomo, 2013).”