Ability emotional intelligence,trait emotional intelligence,and academic success in British secondary schools: A 5 year longitudinal study |
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| Authors: | Pamela Qualter KathrynJ Gardner DebbieJ Pope JaneM Hutchinson Helen E Whiteley |
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| Institution: | 1. Department of Neuroscience, Psychology, Drug, and Child''s Health (NEUROFARBA), University of Florence, Italy;2. Department of Psychology, University of Western Ontario, Canada;3. School of Psychology, University of Florence, Italy;4. Department of Social Sciences, Lebanese American University, Byblos, Lebanon;5. Department of Social and Organizational Psychology, National Distance Education University, Madrid, Spain;6. Beijing Normal University, China;1. University of Bologna, Department of Psychology Viale Berti Pichat 5, Bologna 40127, Italy;2. University of Bologna, Department of Specialised, Experimental Diagnostic Medicine, S. Orsola-Malpighi Hospital, Via Massarenti 1, Bologna 40138, Italy |
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| Abstract: | This study examines the long-term effects of ability- and trait EI on academic performance for British adolescents. The sample comprised 413 students from three secondary schools in the North-West of England. Students completed tests of ability EI, trait EI, personality, and cognitive ability in Year 7 (mean age = 11 years 2 months). Performance data at the end of Year 11 (mean age = 15 years 10 months) were collected. Structural Equation Modelling examined the longitudinal relationships between latent variables of these constructs. Results show that the importance of ability EI resides in the fact that it moderates the effect of cognitive ability on performance in Year 11. Trait EI has a direct effect on Year 11 performance for boys only. This suggests that initiatives that help to develop ability EI and increase trait EI offer educators opportunities to improve educational achievement. |
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