Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence
Identifieur interne : 000045 ( Canada/Analysis ); précédent : 000044; suivant : 000046Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence
Auteurs : Stephen G. Hogan [Canada] ; James D. A. Parker ; Judith Wiener [Canada] ; Carolyn Watters ; Laura M. Wood ; Amber Oke [Canada]Source :
- Australian Journal of Psychology [ 0004-9530 ] ; 2010-03.
English descriptors
Abstract
The objective of this study was to examine, by gender, whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade 10 grade point average (GPA) for 192 students (96 male, 96 female). For male students, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For female students, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socialising, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and socioeconomic status were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA.
Url:
DOI: 10.1080/00049530903312881
Affiliations:
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ISTEX:EE52632D95ED1DF477E1AF7E01EA9A58187C1059Le document en format XML
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For male students, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For female students, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socialising, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and socioeconomic status were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. 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