The role of trait emotional intelligence in academic performance: theoretical overview and empirical update

Perera, Harsha N. (2015) The role of trait emotional intelligence in academic performance: theoretical overview and empirical update. Journal of Psychology: Interdisciplinary and Applied , 150 (2). pp. 227-249. ISSN 0022-3980

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Abstract

Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Accepted version deposited in accordance with the copyright policy of the publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Linguistics, Adult and Specialist Education
Date Deposited: 04 Feb 2016 08:04
Last Modified: 02 Nov 2016 01:47
Uncontrolled Keywords: academic performance,achievement, emotional intelligence, emotions, trait EI
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
17 Psychology and Cognitive Sciences > 1701 Psychology > 170109 Personality, Abilities and Assessment
Identification Number or DOI: 10.1080/00223980.2015.1079161
URI: http://eprints.usq.edu.au/id/eprint/28566

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