Coping mediates the relationship between emotional intelligence (EI) and academic achievement

Abstract

Research examining the relationships between performance measures of emotional intelligence (EI), coping styles, and academic achievement is sparse. Two studies were designed to redress this imbalance. In each of these studies, both EI and coping styles were significantly related to academic achievement. In Study 1, 159 community college students completed the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT) and problem-focused, emotion-focused, and avoidant coping scales. Collectively, the coping variables significantly mediated the relationship between EI and grade-point-average (GPA) for Emotion Perception, Emotion Facilitation of Thought and Emotion Management (but not for Emotional Understanding). Problem-focused coping was the only single significant mediator, mediating the relationship between emotion management and GPA (but not other branches and GPA). In Study 2, 293 middle-school students completed the Situational Test of Emotion Management for Youths (STEM-Y) and scales measuring the same three coping strategies. In this study, the coping variables again significantly mediated the relationship between emotion management and GPA. Once again, problem-focused coping was a significant mediator. Collectively, these results suggest that better educational outcomes might be achieved by targeting skills relating to emotion management and problem-focused coping.