Scholastic success: fluid intelligence, personality, and emotional intelligence. Only the MSCEIT (Qwj= 3.05, p = 0.880), SUEIT (Qwj= 0.63, p = 0.426), and Situational Test of Emotion Management for Youths (STEM-Y) (Qwj= 0.51, p = 0.476) measures did not show significant levels of heterogeneity between the effect sizes of the different studies. Jordan, J. Received: 14 April 2020; Accepted: 08 June 2020; Published: 21 July 2020. The instruments developed to assess ability EI, the Mayer, Salovey, and Caruso Emotional Intelligence Test (MSCEIT) (Mayer et al., 2002) and the Multifactor Emotional Intelligence Scale (MEIS) (Mayer et al., 1999), have objective criteria for correct and wrong answers. Individ. The EI literature has shown that individuals with a higher capacity to process information typically perform better on cognitive tasks (Saklofske et al., 2012). 36, 148. In conclusion, the results of this study found great heterogeneity in the outcomes assessed, so the findings should be considered with caution. 62, 3041. The studies included were conducted in 16 countries, with the largest number conducted in the US (14 studies). Matei, K. (2015). doi: 10.1080/13632750903512415, Kalisk, L. (2015). Procedia Soc. Bar-On, R. (2006). J. Stat. 60, 1017. Future research should explore how other variables influence this relationship, improving our understanding of EI and how it influences our lives. ), 1325. This means that each individual indicates their level of EI according to their previous experiences and their level of self-esteem, including the mood in which they find themselves when completing the EI self-report scale (Davies et al., 1998). 29, 4053. Soc. (2006). in Emotional Development and Emotional Intelligence: Implications for Educators, eds P. Salovey and D. Sluyter (New York, NY: Basic Books), 334. Broken promises: school reform in retrospect, in Sociology Education A Critical Read, ed A. R. Sadovnik (New York, NY: Routledge), 5370. Trait Emotional Intelligence, Perceived Discrimination, and Academic Achievement among African American and Latina/O High School Students: A Study of Academic Resilience. 12, 197212. Differ. London: Education Endowment Foundation, 59. This research movement has accumulated an extensive research literature on the measurement of cognitive intelligence (Ritchie and Tucker-Drob, 2018). doi: 10.1080/00049530701449505. J. Sel. Psicothema 18(Suppl. Moreover, there was much variability in the scores obtained in studies using the same EI instrument. The contributions of emotional intelligence and social support for adaptive career progress among Italian youth. The editor and reviewer's affiliations are the latest provided on their Loop research profiles and may not reflect their situation at the time of review. Workplace SUEIT: Swinburne University Emotional Intelligence TestDescriptive Report. The Egger regression test should not differ significantly (z = 1.189, p = 0.234), and the rank correlation yielded non-significant results (T = 0.03, p = 0.243). doi: 10.1111/j.1758-0854.2011.01062.x. Univ. Emotional intelligence. Psychol. Br. Meas. Int. Olkin and Pratt weighted average (Z), effect size number (K), homogeneity test (Qwj), and the degree of inconsistency (I2) between AP measure. Brackett, M. A., Rivers, S. E., and Salovey, P. (2011). Future studies would need to replicate these findings with a larger sample and more of the different EI measures, including variables that may influence AP. Lawrence, S. A., and Deepa, T. (2013). Keywords: emotional intelligence, academic performance, secondary education, meta-analysis, instruments, Citation: Snchez-lvarez N, Berrios Martos MP and Extremera N (2020) A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison. Several reviews showed the relevance of EI as a personal resource associated with health outcomes (Martins et al., 2010), well-being (Snchez-lvarez et al., 2016), and even task performance (Miao et al., 2017). In the last 20 years, a large portion of research has been guided by a recent theoretical focus on emotional abilities, specifically emotional intelligence (EI), which has been viewed as a key component of the factors that influence well-being as well as adaptive processes in specific contexts (Zeidner et al., 2012). Res. J. We use cookies to help provide and enhance our service and tailor content and ads. (2005). Rev. J. Psychol. The present study examined the association between EI and AP, considering instruments developed from all the theoretical approaches to EI in studies conducted in secondary school students, as an educational level of greater relevance according to previous literature (Perera and DiGiacomo, 2013; MacCann et al., 2019). J. Adolesc. Estimates of emotional and psychometric intelligence. Therefore, students with better social-emotional traits, with high cognitive abilities (Shen and Comrey, 1997), and adaptive personality trait variables achieve better test scores (Pulford and Sohal, 2006; Poropat, 2009). Heal. This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. support team who will be happy to help. Organ. Psychol. Softw. J. Environ. This is certainly one of the sources of heterogeneity, and the consequent controversy about the results. Sci. Differ. doi: 10.15804/tner.2015.41.3.22, Khajehpour, M. (2011). Fresno, CA: California State University. Med. Closing the Achievement Gap: The Relationship between Emotional Intelligence, Race Identity Attitudes, and Academic Achievement with African American Adolescents. Learn. EI and academic achievement among malaysian secondary students. The effect size index was converted by Fisher r Z following the procedures recommended by Hedges and Olkin (1985). When examining the effect size results by grouping the EI instruments by main streams, we found larger effect sizes for those studies that used instruments based on the ability EI stream (Z = 0.31). 39, 6067. Individ. Drati, B. doi: 10.1080/02783190409554285, Wong, C. S., and Law, K. S. (2002). Goleman, D. (1995). Personality and intelligence: Gender, the big five, self-estimated and psychometric intelligence. Pers. J. Psychol. This variability could be caused by moderating variables such as sex, IQ, and personality traits, that moderate the EIAP association when the same instruments are used (Petrides et al., 2004b; Furnham et al., 2005). With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. Abel, N. R. (2014). Eventually, 1,973 did not correspond to association between EI and AP. Thousand Oaks, CA: Sage. Girona 15, 7992. Detecting selection bias in meta-analyses with multiple outcomes: a simulation study. Behav. 15, 3747. MacCann, C., and Fogarty, G. (2011). Relatsh. Learn. Mavroveli, S., Petrides, K. V., Shove, C., and Whitehead, A. Differ. Abdullah, M. C., Elias, H., Mahyuddin, R., and Uli, J. Influence of emotional intelligence, motivation and resilience on academic performance and the adoption of healthy lifestyle habits among adolescents. 25, 167177. Conceptualization of cultural intelligence: definition, distinctiveness, and nomological network, in Handbook of Cultural Intelligence (New York, NY: Routledge) 2133. Subgroup analysis was conducted to examine the variability in the scores obtained in studies using the same AP instrument (see Table 3). doi: 10.1016/j.adolescence.2007.10.004, PubMed Abstract | CrossRef Full Text | Google Scholar. Regression tests and the funnel plot indicated a non-significant asymmetry, so the results showed no evidence of publication bias between EI and AP. The Qw statistics revealed that the model was misspecified (Qw= 1,205.77, p < 0.001). R: A Language and Environment for Statistical Computing. Control. Individ. Table 3. 22, 251257. Difficult. 90, 177202. A possible cause of the lack of consensus on the results may be the multitude of instruments to evaluate EI from the different theoretical approaches. The findings of this review should be considered with caution because there were several limitations. doi: 10.1080/00049530903312881. Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., and Osborne, S. E. (2012). Forty-four of an initial 3,210 articles met the inclusion criteria. ), 11823. Clin. Learn. Aust. The Impact of Emotional Intelligence on the Academic Performance of At-Risk High School Students. Likewise, literature reviews focused on analyzing the role of EI in AP have been published (Perera and DiGiacomo, 2013; MacCann et al., 2019). Bar-On, R. (1997). The highest degree of variability in the scores between studies using the same instruments was found for the GPA (Qwj = 246.68, p < 0.001), AA (Qwj = 16.35, p = 0.003), and GCSE (Qwj = 35.07, p < 0.001). 39, 371375. Therefore, more research is needed in Spanish and Latin American population. Schools, academic motivation, and stageenvironment fit, in Handbook of Adolescent Psychology, 2nd Edn, eds R. M. Lerner and L. Steinberg (Hoboken, NJ: John Wiley & Sons Inc), 404434. Quantifying heterogeneity in a meta-analysis. Typical intellectual engagement, big five personality traits, approaches to learning and cognitive ability predictors of academic performance. Drug Alcohol Depend 81, 7181. Psychol. 23 (New York, NY: Teacher College Press), 197202. Trials 7, 177188. 22 Articles, This article is part of the Research Topic, Creative Commons Attribution License (CC BY). Psychol. Sci. Some practical implications are discussed. If you have a problem obtaining your download, click Examining the Role of Emotional Intelligence in Predicting Self-efficacy, Academic Achievement, and School Attendance. Measuring emotional intelligence with the Mayer-salovery-caruso emotional intelligence test (MSCEIT). Currently, there are several lines of research that analyse individual non-cognitive factors that increase the prediction of AP, which requires broader educational models that integrate personal and contextual factors (Gutman and Schoon, 2013). Assess. Statistical Methods for Meta-analysis. doi: 10.1111/joop.12167, Mitrofan, N., and Cioricaru, M.-F. (2014). 32, 197209. Publication bias analysis showed that these findings are robust and reliable. Beyond fluid intelligence and personality traits in scholastic success: Trait emotional intelligence. Effect of emotional intelligence on the achievement motivation, psychological adjustment and scholastic performance of secondary school students. Emotional intelligence and academic achievement of high school students in Kanyakumari district. The self-report EI stream (stream 2), based on self-perception of one's emotional skills, assesses a person's subjective emotional abilities. Gutman, L., and Schoon, I. Econ. The contribution of emotional intelligence to the social and academic success of gifted adolescents as measured by the multifactor emotional intelligence scale - adolescent version. Actual. 144, 149162. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). Average association between EI and AP was higher in studies measured EI as ability (Z = 0.31), than studies measured EI as self-report (Z = 0.24), and self-report mixed EI (Z = 0.26). analysis by gender and cultural group. Emotional intelligence : implications for personal, social, academic, and workplace success. Therefore, significant differences were found between the effect sizes, indicating heterogeneity within each category (see Table 1). Relating emotional intelligence to social competence and academic achievement in high school students. doi: 10.6007/IJAREMS/v2-i4/126, Ciarrochi, J., Deane, F., and Anderson, S. (2002). (2004a). doi: 10.1007/s10902-011-9263-9. Publication bias was evaluated by rank correlation with Kendall's tau method, in which a significant correlation indicates publication bias, and Egger's regression test asymmetry, in which significant asymmetry indicates publication bias (Fernndez-Castilla et al., 2019). We recommend that practitioners be cautious in choosing EI measurement instruments because of differences in their use. 99, 196199. J. Psychoeduc. San Antonio, TX: University of the Incarnate Word. The Relationship between Parents' Perceptions of their Child's Emotional Intelligence and Academic Performance among Students with Autism Spectrum Disorder. 27, 2530. Johnson, B. doi: 10.1016/j.lindif.2015.04.001, Downey, L. A., Lomas, J., Billings, C., Hansen, K., and Stough, C. (2014). In general, the results of this study indicated a significant effect of EI on AP (Z = 0.26). Mestre, J. M., Guil, R., Lopes, P. N., Salovey, P., and Gil-Olarte, P. (2006). 10 (Nigeria), 127141. Or contact our doi: 10.1080/10573560600992837, Perera, H. N., and DiGiacomo, M. (2013). The full text of the remaining 559 articles were reviewed, obtaining 44 items that were selected and evaluated more deeply (see Figure 1). to go back to the article page.Or contact our Recent empirical research in education regarding predictors of AP has focussed on intelligence, IQ, or personal cognitive abilities. doi: 10.1016/j.sbspro.2011.03.242. Individ. 8, 120. doi: 10.1016/S0191-8869(01)00012-5, Ciarrochi, J., Heaven, P. C. L., and Supavadeeprasit, S. (2008). Minneapolis, MN: Capella University. Although there is no common agreement for the evaluation of AP, measures of cognitive skills or declarative knowledge are the main factors evaluated (Perera and DiGiacomo, 2013), and the most commonly used indicators to measure AP are usually: Grade Performance Academic (GPA), Achievement Test (AT), Grade Average (GA), Academic Achievement (AA), Standard Assessment Test (SAT), and Teacher Ratings Academic (TRA) (Perera and DiGiacomo, 2013). doi: 10.1111/j.1350-4126.2005.00111.x, Chamundeswari, D. S. (2013). Emotional intelligence: in search of an elusive construct. 15, 10811086. It is hypothesized that low perceptive people might ignore thoughts of daily hassles and therefore might be more likely to be confused about the experienced negative feelings showing less coherence between their levels of perceived stress and psychological maladjustment. 41, 275286. To deepen these interactions between emotional skills and relevant factors in AP, it would be interesting for future meta-analytical studies to focus on revealing and quantifying each of these links, especially those that are relevant at the secondary level, as it is a period full of changes, is very sensitive to risks, and involves searching for immediate well-being. 18, 91107. Individ. Ritchie, S. J., and Tucker-Drob, E. M. (2018). Differ. We also reviewed specialized database journals of relevant papers. (1997). The ability stream showed lower levels of heterogeneity (Qwj= 24.16, p < 0.012), with smaller variation between scores (I2 = 54%) obtained between the different studies that used ability stream instruments. Emotional intelligence predicts academic performance: a meta-analysis. Res. Learn. Emotional intelligence moderates the relationship between stress and mental health. Madrid: UNED. Acad. New Brunswick, NJ: Rutgers the State University of New Jersey. who will be happy to help. Academic achievement in high school: does emotional intelligence matter? An Examination of Emotional Intelligence: Its Relationship to Academic Achievement in Army JROTC and the Implications for Education. Future studies should analyse in detail these effects of overlap and collinearity with personality and other aspects to obtain non-biased findings. Assess. Some educational concerns grounded in the bronfenbrenner's ecological approach. A meta-analysis of emotional intelligence and work attitudes. Pers. (1998). (2010). Differ. Based on the measurement methods used, the different theoretical conceptions of EI can be grouped into three main streams: (stream 1) Mayer and Salovey (1997) four branch ability model of EI, which defines ability EI as having four components, including the capacity to perceive, value, and express emotions accurately; the ability to access and generate feelings that facilitate thinking; the ability to understand emotions and emotional awareness; and the ability to regulate emotions and promote emotional and intellectual growth; (stream 2) cognitive emotional abilities three-branch self-perception model of Salovey and Mayer (1990), self-report EI proposes the existence of a continuous reflexive process associated with one's mood; (stream 3) cognitive emotional competences and other non-cognitive features like personal skills, motivation, and social aspects is conceived how EI mixed model (Goleman, 1995; Mayer and Salovey, 1997; Petrides et al., 2004a; Bar-On, 2006).