Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept

By Mercedes Ferrándo, M. D. Prieto, Leandro Da Silva Almeida, Carmen Ferrándiz, Rosario Bermejo, J. López-Pina, Daniel Hernández, Marta Sáinz, M. Fernández. 2011

149 citations recorded by the source corpus.

This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 preadolescents (11-12 years old) took part in the study. The instruments used were (a) Trait Emotional Intelligence Questionnaire—Adolescents Short Form (TEIQue-ASF); (b) Children’s Personality Questionnaire (CPQ; Form A, Part A); (c) IQ test TIDI-2; (d) Adaptation Questionnaire (CAI-1); and (e) academic performance. A positive and significant correlation coefficient between trait EI measured by the TEIQue-ASF and general academic performance was found. The TEIQue-ASF showed incremental validity to predict general academic performance, after controlling for intelligence, personality, and self-concept characteristics.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df1bed74f4bbbf508584cd0278fef7d869d72de1

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “…primary-aged children and adolescents, as can be seen in Table 3.4 (Di Fabio & Palazzeschi, 2009; Downey, Mountstephen, Lloyd, Hansen, & Stough, 2008; Ferrando et al., 2011; Mancini et al., 2017; Mavroveli et al., 2008; Parker, Creque, et al., 2004; Siegling, Vesely, et al., 2017, Study 2).”