Med. Leadersh. In general, the results of this study indicated a significant effect of EI on AP (Z = 0.26). Achievement and ability tests-definition of the domain. Lawrence, S. A., and Deepa, T. (2013). This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). Educ. Soc. J. Sci. Some educational concerns grounded in the bronfenbrenner's ecological approach. J. Phys. Actual. doi: 10.1007/s00787-008-0696-6, Mayer, J. D., Caruso, D., and Salovey, P. (1999). Ability emotional intelligence and mental health: social support as a mediator. who will be happy to help. These results go beyond differences between the various instruments to evaluate EI, since they show differences despite using the same instrument. Emotional intelligence. The full text of the remaining 559 articles were reviewed, obtaining 44 items that were selected and evaluated more deeply (see Figure 1). A comprehensive meta-analysis of the relationship between emotional intelligence and health. Intelligence 27, 267298. The relationship of trait emotional intelligence with academic performance: a meta-analytic review. doi: 10.1177/0956797618774253, Rivers, S. E., Brackett, M. A., Reyes, M. R., Mayer, J. D., and Caruso, D. R. Salovey, P. (2012). Killen, M. A. Hedges, L. V., and Olkin, I. Public Health 16:2810. doi: 10.3390/ijerph16162810, Usn Superva, P., and Salavera Bords, C. (2018). Emotional Intelligence and Academic Achievement in 11th Grade at-Risk Students. Future studies should analyse in detail these effects of overlap and collinearity with personality and other aspects to obtain non-biased findings. The studies included were conducted in 16 countries, with the largest number conducted in the US (14 studies). This review was conducted from June 2017 to January 2020. 72, 781786. Aust. Lipsey, W., and Wilson, D. (2000). Each of the three main streams has contributed to research linking EI and AP, with heterogenous results, despite being evaluated with instruments developed under the same theoretical conceptions of EI. analysis by gender and cultural group. Lui, M. M. (2009). doi: 10.1007/s10902-011-9263-9. Cultural influences on the relation between perceived emotional intelligence and depression. (2018). Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: different patterns of association for stress and success. The contributions of emotional intelligence and social support for adaptive career progress among Italian youth. 29, 4053. Psicothema 18(Suppl. J. Res. doi: 10.1080/00220671.2016.1175409, Zeidner, M., and Matthews, G. (2016). Emotional intelligence : implications for personal, social, academic, and workplace success. a meta-analysis. Table 3. Psicothema 18(Suppl. Ang, S., and van Dyne, L. (2015). The impact of emotional intelligence on academic achievement: a longitudinal study in portuguese secondary school. J. Occup. The EI literature has shown that individuals with a higher capacity to process information typically perform better on cognitive tasks (Saklofske et al., 2012). This higher index of association between EI measured with ability instruments and AP may be due to similarities with the tests used to obtain AP, as both of them use performance-based tests. Glickman-Rogers, A. Conceptualization of cultural intelligence: definition, distinctiveness, and nomological network, in Handbook of Cultural Intelligence (New York, NY: Routledge) 2133. Abel, N. R. (2014). After a literature review, 44 studies with 49 independent effect sizes based on 19,714 secondary school students were included in cumulative quantitative research on the link between EI and AP. Individ. Emotional intelligence and academic achievement of high school students in Kanyakumari district. New Brunswick, NJ: Rutgers the State University of New Jersey. Emotional Intelligence, Why It Can Matter More than IQ. Individ. We also reviewed specialized database journals of relevant papers. This variability could be caused by moderating variables such as sex, IQ, and personality traits, that moderate the EIAP association when the same instruments are used (Petrides et al., 2004b; Furnham et al., 2005). (1997). Individ. During adolescence, the peer group is of great relevance to adolescents' emotional development and identity formation (Duncan et al., 2006; Eccles and Roeser, 2009), with immediate contexts such as the school environment being one of the most relevant (Monreal and Guitart, 2012). 18, 114. Figure 1. Bowles, S., and Gintis, H. (2007). Psychiatry 17, 516526. Drati, B. Sci. Review article impact of emotional intelligence on academic achievement and leadership. A meta-analysis of the five-factor model of personality and academic performance. Clark, P. R. (2004). How do Social and Emotional Competencies Influences the Grades That Male Students Receive? Heal. Assess. Predicting medical students' academic performances by their cognitives abilities and personality characteristics. doi: 10.2190/DUGG-P24E-52WK-6CDG, Snchez-lvarez, N., Extremera, N., and Fernndez-Berrocal, P. (2016). Currently, an increasing number of studies have examined the role of emotional skills such as EI in AP. Relationship among emotional intelligence, parental involvement and academic achievement of secondory school students in Ibadan, Nigeria. Kumar, V. V., Mehta, M., and Maheshwari, N. (2013). Individ. We searched relevants studies of EI y AP on electronic database: PsychoINFO, MEDLINE, SCOPUS, PubMed, ISI Web of Science, Google Scholar, and ProQuest Dissertations and Theses. The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest. Electron. Appl. Psychol. 135, 322338. Ward, A., Stoker, H. W., and Murray-Ward, M. (1996). Brackett, M. A., Warner, R. M., and Bosco, J. S. (2005). Q. (2006). Psychol. Emotional intelligence and academic attainment of British secondary school children: a cross-sectional survey. Minneapolis, MN: Capella University. doi: 10.1016/j.paid.2016.05.008, Zeidner, M., Matthews, G., and Roberts, R. D. (2012). The Egger regression test should not differ significantly (z = 1.189, p = 0.234), and the rank correlation yielded non-significant results (T = 0.03, p = 0.243). Minneapolis, MN: Walden University. Madrid: UNED. Toronto, ON: Multi-Health Systems. Other studies have been published in languages other than English and Spanish. doi: 10.1080/00220973.2019.1582470, Furnham, A., Monsen, J., and Ahmetoglu, G. (2009). doi: 10.1037/0022-3514.75.4.989, DerSimonian, R., and Laird, N. (1986). doi: 10.1016/j.sbspro.2011.03.242. Saklofske, D. H., Austin, E. J., Mastoras, S. M., Beaton, L., and Osborne, S. E. (2012). Sci. Psicothema 18(Suppl. Med. (2008). (2011). doi: 10.15804/tner.2015.41.3.22, Khajehpour, M. (2011). To deepen these interactions between emotional skills and relevant factors in AP, it would be interesting for future meta-analytical studies to focus on revealing and quantifying each of these links, especially those that are relevant at the secondary level, as it is a period full of changes, is very sensitive to risks, and involves searching for immediate well-being. Conducting meta-analysis in R with the metafor package. Emotional intelligence moderates the relationship between stress and mental health. J. Acad. 55, 909914. The main results of this study indicated that the association between EI and AP had a significant low to moderate cumulative effect (Z = 0.26; CI from 0.14 to 0.38). Motivational and self-regulated learning components of classroom academic performance. Psychol. Rodrigo-Ruiz, D. (2017). Diputacin Provincial de Jan. Nelson, P. D. (2010). doi: 10.1177/0734282912449443. (2010). 41, 14091419. Bull. About ScienceDirectShopping cartContact and supportTerms and conditionsPrivacy policy. These studies showed significant effects of EI in predicting AP after controlling the effects of intelligence and personality traits. Statistical Methods for Meta-analysis. 11, 276285. A., Tella, A., and Tella, A. Fernndez-Berrocal, P., Salovey, P., Vera, A., Extremera, N., and Ramos, N. (2005). 60, 1017. Regression tests and the funnel plot indicated a non-significant asymmetry, so the results showed no evidence of publication bias between EI and AP. At the same time, the degree of inconsistency between studies that used instruments based on the ability EI stream was lower (I2 = 54%) than in the other groups of studies (self-report EI stream I2 = 99%; mixed EI stream I2 = 92%). Additionally, these results show that EI is a personal resource with an important influence in the academic field, as a process of adaptation to the environment (Zeidner et al., 2012). This study also shows the inadequacies in the review of studies in this field and provides guidelines to be followed in future empirical studies on AP. 23 (New York, NY: Teacher College Press), 197202. 39, 371375. Therefore, significant differences were found between the effect sizes, indicating heterogeneity within each category (see Table 1). Recent empirical research in education regarding predictors of AP has focussed on intelligence, IQ, or personal cognitive abilities. In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Philadelphia, PA: Temple University. 22, 8391. doi: 10.1016/S0191-8869(01)00012-5, Ciarrochi, J., Heaven, P. C. L., and Supavadeeprasit, S. (2008). 22 Articles, This article is part of the Research Topic, Creative Commons Attribution License (CC BY). Minneapolis, MN: Capella University. doi: 10.1016/j.paid.2006.05.010, Qualter, P., Gardner, K. J., Pope, D. J., Hutchinson, J. M., and Whiteley, H. E. (2012). doi: 10.1016/j.paid.2008.12.012, Di Fabio, A., and Palazzeschi, L. (2015). The categorical model between-class results were obtained through a goodness-of-fit statistic Qb, and the within-class goodness-of-fit statistic Qw. Educ. Cogn. Individ. Following a Lipsey and Wilson (2000) : (a) country, (b) publication type, (c) design features, (d) measure used to asses EI, (e) AP index, (f) study sample size, (g) size of the association between key variables, (h) level of significance. Pers. Matei, K. (2015). Fernndez-Castilla, B., Declercq, L., Jamshidi, L., Beretvas, S. N., Onghena, P., and van den Noortgate, W. (2019). In addition, the I2 estimated of 96% suggests a high proportion of variation between samples. doi: 10.1177/0894845314533420, Di Fabio, A., and Palazzeschi, L. (2009). Likewise, literature reviews focused on analyzing the role of EI in AP have been published (Perera and DiGiacomo, 2013; MacCann et al., 2019). Psychol. Studies eligible were scanned titles and abstracts, and included in the review all those that referred to the above terms. Olkin and Pratt weighted average (Z), effect size number (K), homogeneity test (Qwj), and the degree of inconsistency (I2) between EI main stream. Thousand Oaks, CA: Sage. Future research should explore how other variables influence this relationship, improving our understanding of EI and how it influences our lives. (2016). Future studies should analyze each of the dimensions and their relationship with AP individually, and then compare them to analyze the differences. In the educational field, academic performance (AP) is the construct that has been studied most. MayerSaloveyCaruso Emotional Intelligence Test (MSCEIT) User's Manual. J. Soc. doi: 10.1111/j.1758-0854.2011.01062.x. Pers. doi: 10.1016/j.sbspro.2014.03.352, Monreal, M. G., and Guitart, M. E. (2012). Behav. It is possible that the associative effect of some dimensions of EI are greater than others, which implies that unifying all the dimensions of EI and analyzing the overall effect they have with AP could produce bias. doi: 10.1016/S0191-8869(98)00001-4, Shen, H., and Comrey, A. Or contact our In this sense it is possible this collinearity effect occurred because students who have good abilities to respond to performance tests will obtain high scores in both EI tests and tests that evaluate AP (Ogundokun and Adeyemo, 2010). Differ. doi: 10.1080/00049530903312881. Personal. It is not surprising that EI is conceived from several theoretical approaches. 28, 2033. At the same time, and contrary to other meta-analytical studies on EI (Martins et al., 2010; Snchez-lvarez et al., 2016), the most commonly used instruments in academic contexts are instruments developed from the mixed EI approach. Academic success or performance by students in educational centers is a key goal in the development of all educational programs. Differ. Res. Palmer, B., and Stough, C. (2001). Forty-four of an initial 3,210 articles met the inclusion criteria. doi: 10.1348/978185409X412147, Furnham, A., Moutafi, J., and Chamorro-Premuzic, T. (2005). Int. The Q-value indicated heterogeneity among studies (p < 0.10), thus applied random effect models was used in the meta-analysis. doi: 10.1016/S0160-2896(99)00016-1. Pers. Finally, students with a better management of their emotions are happier and have better social relationships (Eryilmaz, 2011). Learn. J. Environ. Workplace SUEIT: Swinburne University Emotional Intelligence TestDescriptive Report. J. Subgroup analysis was conducted to examine the variability in the scores obtained in studies using the same AP instrument (see Table 3). Emotional intelligence and resilience. This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the three main theoretical models of EI. Olkin and Pratt weighted average (Z), effect size number (K), homogeneity test (Qwj), and the degree of inconsistency (I2) between AP measure. Miao, C., Humphrey, R. H., and Qian, S. (2017). 2, 25. doi: 10.1097/00001888-199709000-00013. 75, 9891015. Motivacin escolar, inteligencia emocional y rendimiento acadmico en estudiantes de Educacin Secundaria Obligatoria. (1985). In conclusion, the results of this study found great heterogeneity in the outcomes assessed, so the findings should be considered with caution.