scholarly journals A Meta-Analysis of the Relationship Between Emotional Intelligence and Academic Performance in Secondary Education: A Multi-Stream Comparison

2020 ◽  
Vol 11 ◽  
Author(s):  
Nicolás Sánchez-Álvarez ◽  
María Pilar Berrios Martos ◽  
Natalio Extremera
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Secondary Education ◽  
Meta Analysis ◽  
The Relationship

A Meta Analytic Review of the Relationship between Emotional Intelligence and Leadership Effectiveness

2019 ◽  
Vol 118 (9) ◽  
pp. 118-126
Author(s):  
Augusty P. A ◽  
Jain Mathew
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Direct Relationship ◽  
Effective Leadership ◽  
Leadership Effectiveness ◽  
Meta Analysis ◽  
Correlation Coefficients ◽  
Review Of Literature ◽  
Analytic Review ◽  
The Relationship

The study evaluates the relationship between Emotional Intelligence and Leadership Effectiveness through a Systematic Review of Literature. The relationship has been evaluated in two steps. First, a Systematic review of literature was done to provide a theoretical framework to link the dimensions of Emotional Intelligence to the elements of effective leadership. Meta-analysis was then used to consolidate empirical evidence of the relationship. The studies for the meta-analysis were sourced from Pro Quest and EBSCO and the correlation coefficients of the studies were analysed. Only articles that presented the direct relationship between the variables were included in the study. The results of the analysis revealed a strong, statistically significant relationship between emotional intelligence and effective leadership. The findings of the study provide evidence for the proposition that Emotional Intelligence and Leadership Effectiveness are interrelated.

scholarly journals The Mediating Role of Engagement on the Achievement and Quality of Life of University Students

2021 ◽  
Vol 18 (12) ◽  
pp. 6586
Author(s):  
Inmaculada García-Martínez ◽  
José María Augusto Landa ◽  
Samuel P. León
Keyword(s):  
Quality Of Life ◽  
Academic Achievement ◽  
Life Satisfaction ◽  
Emotional Intelligence ◽  
Academic Performance ◽  
University Students ◽  
Mediational Role ◽  
The Relationship

(1) Background: Academic engagement has been reported in the literature as an important factor in the academic achievement of university students. Other factors such as emotional intelligence (EI) and resilience have also been related to students’ performance and quality of life. The present study has two clearly delimited and interrelated objectives. First, to study the mediational role that engagement plays in the relationship between EI and resilience on quality of life. Secondly, and similarly, to study the mediational role of engagement in the relationship between EI and resilience, but in this case on academic achievement. (2) Methods: For this purpose, four scales frequently used in the literature to measure emotional intelligence, resilience, academic engagement and quality of life were administered to 427 students of the University of Jaén undertaking education degrees. In addition, students were asked to indicate their current average mark as a measure of academic performance. Two mediational models based on structural equations were proposed to analyse the relationships between the proposed variables. (3) Results: The results obtained showed that emotional intelligence and resilience directly predicted students’ life satisfaction, but this direct relationship did not result in academic performance. In addition, and assuming a finding not found so far, engagement was shown to exert an indirect mediational role for both life satisfaction and academic performance of students. (4) Conclusions: The findings of the study support the importance of engagement in the design and development of instructional processes, as well as in the implementation of any initiative.

Emotional intelligence, Personality Variables and Career Adaptability: A Systematic Review and Meta-analysis

2021 ◽  
pp. 097226292198987
Author(s):  
Sakshi Vashisht ◽  
Poonam Kaushal ◽  
Ravi Vashisht
Keyword(s):  
Systematic Review ◽  
Emotional Intelligence ◽  
Publication Bias ◽  
Meta Analysis ◽  
Career Adaptability ◽  
Personality Variables ◽  
Regression Test ◽  
Size Measure ◽  
Fail Safe ◽  
The Relationship

This study conducted a systematic review and meta-analysis to examine the relationship between emotional intelligence, personality variables (Big V personality traits, self-esteem, self-efficacy, optimism and proactive personality) and career adaptability of students. Data were coded on CMA software version 3.0. Product–moment correlation coefficient (r) was considered as the effect size measure for this study. Publication bias was assessed using Egger’s regression test along with Orwin’s fail-safe N, but no significant publication bias was detected. From the results of 54 studies, it was found that all variables of the study had meta-analytic correlation with career adaptability of students. For heterogeneity, subgroup analysis was conducted, and significant differences were found.

scholarly journals Post-Print manuscript: Emotional Intelligence Predicts Academic Performance: A Meta-Analysis

2019 ◽  
Author(s):  
Carolyn MacCann ◽  
Kit S Double ◽  
Amirali Minbashian
Keyword(s):  
Emotional Intelligence ◽  
Academic Performance ◽  
Personal Development ◽  
Variance Estimation ◽  
Standardized Test ◽  
Meta Analysis ◽  
Big Five Personality ◽  
Social And Emotional ◽  
Causal Direction ◽  
Importance Analysis

Schools and universities devote considerable time and resources to developing students’ social and emotional skills such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation (N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared to self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated and mixed EI explained an additional 1.7%, 0.7% and 2.3% of the variance respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6% respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction.

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