The influence of emotional intelligence on academic progress and achievement in UK university students

Assessment & Evaluation in Higher Education (Impact Factor: 0.84). 06/2011; 2011. DOI: 10.1080/02602938.2011.583981

ABSTRACT Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered.

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    ABSTRACT: Previous research has reported an association between Emotional Intelligence (EI) and scholastic achievement in adolescent samples; however, this relationship has not yet been studied in pre-adolescent samples. The current study was the first to explore the relationship between ability EI and scholastic achievement in pre-adolescent children, using a newly created measure of EI for younger children – the Swinburne University Emotional Intelligence Test – Early Years (SUEIT-EY). Four hundred and seven girls and boys between the ages of 9 and 13 years were assessed on the SUEIT-EY, and scholastic results were collected for literacy and numeracy ability. Results indicated that a significant relationship existed between the ‘Understanding and Analysing Emotions’ (UAE) branch of the SUEIT-EY and measures of achievement in literacy and achievement in numeracy, for boys and girls, over and above the effect of age. Sequential Multiple Linear Regression Analyses found earlier developing UAE abilities to better predict scholastic achievement variables than the more complex UAE abilities, and accounted for 11% of the variation of both literacy and numeracy scores.
    Personality and Individual Differences 07/2014; · 1.86 Impact Factor
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    ABSTRACT: Because educational achievement at the end of compulsory schooling represents a major tipping point in life, understanding its causes and correlates is important for individual children, their families, and society. Here we identify the general ingredients of educational achievement using a multivariate design that goes beyond intelligence to consider a wide range of predictors, such as self-efficacy, personality, and behavior problems, to assess their independent and joint contributions to educational achievement. We use a genetically sensitive design to address the question of why educational achievement is so highly heritable. We focus on the results of a United Kingdom-wide examination, the General Certificate of Secondary Education (GCSE), which is administered at the end of compulsory education at age 16. GCSE scores were obtained for 13,306 twins at age 16, whom we also assessed contemporaneously on 83 scales that were condensed to nine broad psychological domains, including intelligence, self-efficacy, personality, well-being, and behavior problems. The mean of GCSE core subjects (English, mathematics, science) is more heritable (62%) than the nine predictor domains (35–58%). Each of the domains correlates significantly with GCSE results, and these correlations are largely mediated genetically. The main finding is that, although intelligence accounts for more of the heritability of GCSE than any other single domain, the other domains collectively account for about as much GCSE heritability as intelligence. Together with intelligence, these domains account for 75% of the heritability of GCSE. We conclude that the high heritability of educational achievement reflects many genetically influenced traits, not just intelligence.
    Proceedings of the National Academy of Sciences 10/2014; · 9.81 Impact Factor


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May 30, 2014