The relationship of trait emotional intelligence with academic performance: a meta-analytic review

Perera, Harsha N. and DiGiacomo, Michelle (2013) The relationship of trait emotional intelligence with academic performance: a meta-analytic review. Learning and Individual Differences, 28. pp. 20-33. ISSN 1041-6080

Abstract

This article reports results of a meta-analysis that aimed to assess the validity of trait emotional intelligence (trait EI) for predicting academic performance. Seventy-four effect sizes were drawn from 48 independent samples with a cumulative sample size of 10,292. A meta-analysis with random-effects weights yielded a modest-to-moderate, favourable validity coefficient for trait EI (r =.20, 95% CI =.16–.24). Homogeneity analysis revealed substantial heterogeneity in the effects, indicating that within-study error alone could not sufficiently explain the variability in effect size estimates. Tests of moderation showed that the summary effect increased as a function of decreasing age and academic level. The finding of favourable validity for trait EI suggests that researchers should reconsider the theoretical bases on which extant postulations on the role of trait EI in academic performance are based. Possible explanations for moderator effects, limitations of this study, future directions and implications for education are discussed.

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Item Type:	Article (Commonwealth Reporting Category C)
Refereed:	Yes
Item Status:	Live Archive
Additional Information:	© 2013 Elsevier Inc. Published version deposited in accordance with the copyright policy of the publisher.
Faculty/School / Institute/Centre:	Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Faculty/School / Institute/Centre:	Historic - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education (1 Jul 2013 - 30 Jun 2019)
Date Deposited:	09 Oct 2013 22:44
Last Modified:	04 May 2017 02:25
Uncontrolled Keywords:	trait EI; academic performance; achievement; meta-analysis; moderation
Fields of Research (2008):	17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology 17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment 13 Education > 1303 Specialist Studies in Education > 130303 Education Assessment and Evaluation
Fields of Research (2020):	52 PSYCHOLOGY > 5201 Applied and developmental psychology > 520102 Educational psychology 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified 39 EDUCATION > 3904 Specialist studies in education > 390402 Education assessment and evaluation
Socio-Economic Objectives (2008):	C Society > 93 Education and Training > 9301 Learner and Learning > 930101 Learner and Learning Achievement E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
Identification Number or DOI:	https://doi.org/10.1016/j.lindif.2013.08.002
URI:	http://eprints.usq.edu.au/id/eprint/24090

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