The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

By Harsha N. Perera, Michelle DiGiacomo. 2015

109 citations recorded by the source corpus.

The authors propose conceptual models linking trait emotional intelligence (TEI) with achievement both directly and indirectly via perceived social support (PSS), engagement coping (EC), and adjustment, in the context of the university transition. The models were tested in a multiwave design with a sample of incoming Australian undergraduates (N = 470). In structural equation analyses, TEI was found to be a direct predictor of higher PSS and the greater use of EC strategies. Further, mediation analyses revealed that TEI was indirectly associated with academic adjustment via EC and psychological adjustment via EC and PSS operating in parallel. TEI was also found to be indirectly associated with achievement via EC and academic adjustment linked serially in a three-path mediated sequence. These direct and indirect relations were robust when controlling for known confounding influences. The empirically supported mediating processes extend the literature by elucidating some of the pathways through which TEI is linked with better adjustment and achievement.

Subfields: Applied Psychology, Clinical Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/df26a0d5aea1464c93caafb808be92864f80c51b

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Citations in the corpus

Emotional Intelligence as Personality: Measurement and Role of Trait Emotional Intelligence in Educational Contexts (2018, background): “In a recent study, Perera and DiGiacomo (2015) tested several pathways through which trait EI may indirectly affect academic achievement.”
A Positive Psychology perspective on Chinese EFL students’ trait emotional intelligence, foreign language enjoyment and EFL learning achievement (2019, background): “Numerous empirical studies have supported this assumption in various educational contexts (e.g. Parker et al. 2004; Petrides, Frederickson, and Furnham 2004; Pishghadam 2009; Zarafshan and Ardeshiri 2012; Perera and DiGiacomo 2015).”
Engaging students emotionally: the role of emotional intelligence in predicting cognitive and affective engagement in higher education (2017, background): “Perera and DiGiacomo (2015) highlight the importance of social support in college, noting that it is the perceived availability of this support that may explain the link between TEI and academic achievement.”
Cognitive-Social Sources of Wellbeing: Differentiating the Roles of Coping Style, Social Support and Emotional Intelligence (2016, unknown): “A further study (Perera and DiGiacomo 2015) found that both”