Stability and Change in Emotional Intelligence: Exploring the Transition to Young Adulthood (original) (raw)
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Emotional intelligence and academic success: examining the transition from high school to university
The transition from high school to university was used as the context for examining the relationship between emotional intelligence and academic achievement. During the first month of classes 372 first-year full-time students at a small Ontario university completed the short form of the Emotional Quotient Inventory (EQ-i:Short). At the end of the academic year the EQ-i:Short data was matched with the student's academic record. Predicting academic success from emotional intelligence variables produced divergent results depending on how the former variable was operationalized. When EQ-i:Short variables were compared in groups who had achieved very different levels of academic success (highly successful students who achieved a first-year university GPA of 80% or better versus relatively unsuccessful students who received a first-year GPA of 59% or less) academic success was strongly associated with several dimensions of emotional intelligence. Results are discussed in the context of the importance of emotional and social competency during the transition from high school to university. #
Malaysian Journal of Learning and Instruction, 2017
Purpose-Academic achievement of students can be fostered and improved if they learn to apply emotional intelligence in their emerging adulthood. The core objective of this research is to test the relationship between emerging adulthood and academic achievement by taking emotional intelligence as a mediator. Methodology-The sample comprises 90 students from Islamia University Bahawalpur, Punjab, Pakistan between the ages 18-25 years. Emerging adulthood characteristics are measured by using the Inventory of the Dimensions of Emerging Adulthood (IDEA), emotional intelligence is measured by using BarOn EQ-i and academic achievement is measured by Grade Point Average (GPA). Partial least square based structural equational modeling technique (PLS-SEM) is applied to analyze the data. Findings-The findings show a significant relationship among all the variables in the study and emotional intelligence fully mediates the relationship between emerging adulthood and academic achievement to show that academic achievement of students can be enhanced if they can apply emotional intelligence skills and abilities in their emerging adulthood. Significance-The study would be valuable for academic institutions to capitalize on emotional intelligence to reduce emotional issues
A REVIEW BASED STUDY ON IMPACT OF EMOTIONAL INTELLIGENCE (EI) IN DIFFERENT PHASES OF LIFE FIROZNA. T
Emotional intelligence is a key element needed in all phases of life. This study aimed intensive exploration to the outcomes of EI. This paper reviewed 41 articles on the outcomes of EI. Outcomes are explored to understand the importance of EI in different phases of life. Outcomes are categorized into three dimensions-outcomes related to school and education, social and family outcomes; and outcomes related to job/work and profession. As studies go deep more specific outcomes and its effects in life on each dimensions are discussed like effect on academic achievement, quality of social relationship and job satisfaction. An understanding about outcomes and its effects on different phases of life will help to build awareness about the relevance of emotional competencies and motivates researchers and trainers to develop strategies to build on those aspects. Future research areas are proposed.
International journal of academic research in business & social sciences, 2016
Emotional intelligence (EI), distinct as a cross-section of integrated emotional and social capabilities and skills that regulate how successfully people recognize and express their emotions, recognize others feelings and relate with them, and handle with daily stresses or pressures, effectively. The key purpose of this article is to systematically review the relationship between emotional intelligence and academic achievement in emerging adults (18-25 years old) by reviewing five widely used emotional intelligence (EI) measurements (EQ-I, ECI, TEIQue, MSCIT & WLEIS). The Google Scholar, Science Direct (Elsevier), ERIC, Scopus, and Web of science have been searched for relevant articles in English. After, thorough literature search, 786 articles have been identified. After exclusion of duplicates, title and abstract review, 46 articles have been read in full and out of this, 26 are considered for systematic review, comprising 8885 participants. Eight articles have used ability based measures of emotional intelligence (MSCIT, & WLEIS) and eighteen have used self-reported EI measures (EQ-I, ECI & TEIQue). Thirteen studies have reported a significant positive relationship between emotional intelligence (EI) and academic achievement (AA), two studies demonstrate that the relationship between EI and AA is strong, but it is indirect, two studies have found an insignificant but negative association and two studies demonstrates no relationship between EI and AA. Moreover, according to the result of seven studies, some EI components have been found significant in their relationship with AA. Subsequently, the relationship between EI and AA is supported by this systematic review. The results provide a base for a research intended at determining the relationship between emotional intelligence and academic achievement in emerging adulthood.
Personality and Individual Differences, 2003
In response to general press assertions that training emotionally intelligent children will lead to great rewards, this study examined the relationship between emotional intelligence (EI) and academic achievement in college students, using both self-report and ability-based measures of EI. Specifically, the Mayer, Salovey, Caruso Emotional Intelligence Test (MSCEIT, an ability-based measure) and the BarOn Emotional Quotient Inventory (EQ-i, a self-report measure) were used to predict academic achievement. Achievement was operationalized as the respondents' cumulative GPA. Results indicated that EI is not a strong predictor of academic achievement regardless of the type of instrument used to measure it. However, a construct validity examination revealed that the MSCEIT correlated highly with indices of cognitive ability but minimally with personality dimensions. In contrast, the EQ-i failed to correlate with indices of cognitive ability but correlated substantially with numerous personality dimensions.
An Examination of the Relationship Between Emotional Intelligence and Academic Achievement
Canyon Journal of Interdisciplinary Studies (CJIS), 2019
Emotional Intelligence (EI) encompasses self-perceptions that include lower-level personality characteristics (Cooper & Petrides, 2010). Awareness of self-perceptions could arguably afford individuals more control over how they think and feel or regulate emotions, which in turn could result in improved Academic Achievement (AA). The first step in examining this relationship was to establish that EI and AA are related. For this study, an examination was conducted exploring whether a correlation existed between EI and AA, in 253 undergraduate students enrolled in an introductory Psychology course at a private Christian university in the Southwestern United States. Findings include a significant, but low positive correlation between EI and AA in individuals who could recognize and regulate their emotions (r = .22, p = <.001), EI and GPA (r = .19, p = .002), as well as EI and self-reported end of course grade (r =.19, p =.002). The identified links between these variables have strong implications for educational efforts that may strengthen the foundation and opportunity for EI awareness in an academic setting.
Assessment of Emotional Intelligence across Demographic Variables
Journal of Indian Health Psychology (Global Vision Publishing House, New Delhi, India), 2013
The study investigated the effect of demographic determinants on Emotional Intelligence (EI) of University students. The EI scale developed by Bhattacharya and associates with some modifications was introduced on a sample of 200 respondents pursuing PG, MPhil and PhD courses. Descriptive statistics and test instruments: t-test and F-test facilitated the objectives. It is found that higher education students are more goal oriented and facilitates emotions but make it difficult to overcome interpersonal conflict may be due to their less experience. Further, results corroborated urban residents and male students with higher EI, but mean scores also differed on certain EI components in favour of their counterparts. No clear-cut trend became visible on educational qualifications yet some EI dimensions privileged the research students and others favoured students of PG for their elevated EI. Commerce academics ranked high on ‘management of negative emotions’, ‘appraisal of positive emotions’ and ‘emotional facilitation and goal-orientation’. Science academics obtained high EI on interpersonal dimensions but students from Arts faculty exhibited low EI on all the components. The results on family income originated uniform on all EI dimensions where students from high-status families were found having high EI. Keywords: Emotional Intelligence, Gender, Age, Residential Status, Educational Levels and Field of Study Full text reference: Singh, Narendra and Gupta, Karnika (2013), "Assessment of Emotional Intelligence across Demographic Variables", Journal of Indian Health Psychology", Vol. 8, No. 1, pp. 21-40.
The Study of College Students’ Emotional Intelligence Qualities
Procedia - Social and Behavioral Sciences, 2014
The era that we are living in welcomes changes and improvements in many areas replacing the traditional methods and approaches with new ones. This rapid change has redefined the expectations of society from education and educated people (Duman et al., 2014). The aim of education is not only to have individuals who have knowledge but also to have people with emotional intelligence (EQ) with an effective use of it. People who show high levels of emotional intelligence are individuals who knows themselves and their needs, their strengths and weaknesses and manages to control themselves and forms sound randomly chosen 128 students participated in the study and filled "Revised Schutte Emotional Intelligence Scale" consisting of 41 items that can be answered in five point likert scale. The subscales "Optimism/Regulating the Mood", "Utilizing Emotions" and "Evaluating Emotions" were examined in terms of age, socioeconomic status and the type of scores, social sciences or math/science. SPSS were used to analyse the data. "Kruskal Wallis tests" and "variance analysis" were used to identify the difference between groups. The results show that there does not seem to be any significant difference between the total emotional intelligence scores of the students and their departments, age groups and family income. However; when the sub-dimensions of the scale were examined, a meaningful difference was found between "the understanding emotions" subdimension and the department that they are studying at.
Emotional Intelligence: A Stable Change?
The International Journal of Teaching and Learning in Higher Education, 2012
In recent decades, emotional intelligence (EI) has emerged as one of the crucial components of emotional adjustment, personal well-being, interpersonal relationships, and overall success in life. Yet few professional curricula adequately address this subject. The results of this study indicate that the potential for enhanced emotional intelligence can be improved in the traditional classroom, employing experiential teaching methods. Further, the findings revealed a significant difference in stability measures between social work and education students, indicating that EI course “Doing Psychotherapy” (conceived by the study’s authors) has a differential effect on students of the two faculties. This suggests that EI may not be perceived by all students in the same way; rather, specific goals, the nature of the participants, and the professional setting must be taken into consideration when assessing the impact of EI programs in higher education. Future research should focus on specifi...
Ability of university-level education to prevent age-related decline in emotional intelligence
2014
Numerous studies have suggested that educational history, as a proxy measure of active cognitive reserve, protects against age-related cognitive decline and risk of dementia. Whether educational history also protects against age-related decline in emotional intelligence (EI) is unclear. The present study examined ability EI in 310 healthy adults ranging in age from 18 to 76 years using the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). We found that older people had lower scores than younger people for total EI and for the EI branches of perceiving, facilitating, and understanding emotions, whereas age was not associated with the EI branch of managing emotions. We also found that educational history protects against this age-related EI decline by mediating the relationship between age and EI. In particular, the EI scores of older adults with a university education were higher than those of older adults with primary or secondary education, and similar to those of younger adults of any education level. These findings suggest that the cognitive reserve hypothesis, which states that individual differences in cognitive processes as a function of lifetime intellectual activities explain differential susceptibility to functional impairment in the presence of age-related changes and brain pathology, applies also to EI, and that education can help preserve cognitive-emotional structures during aging.