Trait emotional intelligence influences on academic achievement and school behaviour
Identifieur interne : 000604 ( Main/Exploration ); précédent : 000603; suivant : 000605Trait emotional intelligence influences on academic achievement and school behaviour
Auteurs : Stella Mavroveli [Royaume-Uni] ; María José Sánchez Uiz [Liban]Source :
- British Journal of Educational Psychology [ 0007-0998 ] ; 2011-03.
Abstract
Background. Trait emotional intelligence (trait EI or trait emotional self‐efficacy) refers to individuals’ emotion‐related self‐perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. Aims. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer‐rated behaviour and social competence, and self‐reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). Sample. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M(age)= 9.12 years, SD= 1.27 years) attending three English state primary schools. Method. Pupils completed the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), the Guess Who peer assessment, the Peer‐Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. Results. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self‐reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. Conclusions. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.
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DOI: 10.1348/2044-8279.002009
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Trait emotional intelligence (trait EI or trait emotional self‐efficacy) refers to individuals’ emotion‐related self‐perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. Aims. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer‐rated behaviour and social competence, and self‐reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). Sample. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M(age)= 9.12 years, SD= 1.27 years) attending three English state primary schools. Method. Pupils completed the Trait Emotional Intelligence Questionnaire‐Child Form (TEIQue‐CF), the Guess Who peer assessment, the Peer‐Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. Results. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self‐reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. Conclusions. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.</div></front></TEI><affiliations><list><country><li>Liban</li><li>Royaume-Uni</li></country><region><li>Angleterre</li><li>Grand Londres</li></region><settlement><li>Londres</li></settlement></list><tree><country name="Royaume-Uni"><region name="Angleterre"><name sortKey="Mavroveli, Stella" sort="Mavroveli, Stella" uniqKey="Mavroveli S" first="Stella" last="Mavroveli">Stella Mavroveli</name></region></country><country name="Liban"><noRegion><name sortKey="Sanchez Uiz, Maria Jose" sort="Sanchez Uiz, Maria Jose" uniqKey="Sanchez Uiz M" first="María José" last="Sánchez Uiz">María José Sánchez Uiz</name></noRegion></country></tree></affiliations></record>Pour manipuler ce document sous Unix (Dilib)
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