The role of trait emotional intelligence in academic performance and deviant behavior at school

By K. V. Petrides, N. Frederickson, Adrian Furnham. 2004

1,109 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/f08cfa3dd3d02cc937685fefe50fb20c70ee1281

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In Clinical Psychology

In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

The Role of Trait Emotional Intelligence in a Gender‐Specific Model of Organizational Variables (2006, background): “Trait Emotional Intelligence Questionnaire–Short Form (TEIQue-SF; Petrides & Furnham, 2004).”
Ability and Trait Emotional Intelligence (2013, background): “For example, high trait EI pupils tend to have fewer unauthorized absences and are less likely to have been expelled from school due to rule violations, in comparison to their low trait EI peers (Mavroveli et al., 2008 ; Petrides et al., 2004 ).”
Becoming a teacher: student teachers’ experiences and perceptions about teaching practice (2012, background): “…development as students, as well as on the quality of school life, the development of these skills has gradually received a special focus in ITE from the 1990s onwards (Karatzias et al. 2002; Natvig, Albrektsen, and Qvarnstrøm 2003; Petrides, Frederickson, and Furnham 2004; Rask et al. 2002).”
Ability emotional intelligence, trait emotional intelligence and academic success in British secondary schools (2012, background): “Petrides et al. (2004) argue that whilst trait EI may not be associated directly with academic achievement, it moderates the relationship between cognitive ability and academic performance; because they experience more stress during their studies, adolescents with low IQ benefit academically if…”
Emotional intelligence predicts life skills, but not as well as personality and cognitive abilities (2005, background): “, 2004), unauthorised absences and exclusions from school (Petrides et al., 2004) and depression (Dawda & Hart, 2000; Schutte et al.”
The effects of emotional intelligence, age, work experience, and academic performance. (2010, methodology): “Petrides, Frederickson, and Furnham (2004) looked at the relationships between trait emotional intelligence, academic performance, and cognitive ability in a sample of 650 British The effects of emotional intelligence, Page 5 secondary education students (Grade 11).”
The interaction between emotional intelligence and cognitive ability in predicting scholastic performance in school-aged children. (2012, background): “The results of several studies by Mavroveli et al. (2008, 2009), and Petrides et al. (2004) confirmed these assumptions.”
Trait Emotional Intelligence and Children's Peer Relations at School (2006, background): “For example, low IQ pupils with high trait EI scores may perform considerably better at school than their low trait EI peers because of their high stress tolerance and the support they enjoy from their classmates (Petrides et al., 2004).”
Trait emotional intelligence, conflict communication patterns, and relationship satisfaction (2008, background): “Petrides et al. (2004) argue that there is no way of objectively determining the true emotional content of the pictures.”
The happy personality: Mediational role of trait emotional intelligence (2007, background): “Petrides, Frederickson, and Furnham (2004) showed that”
The location of trait emotional intelligence in personality factor space. (2007, background): “These limitations should not detract from the contribution of this study, which must be interpreted within the general trait EI framework and its extensive combination of data from multiple sources (e.g. Mikolajczak, Petrides, Luminet, & Coumans, 2007; Petrides et al., 2004; Petrides, Niven, & Mousk”