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

Article

Perera, Harsha N. and DiGiacomo, Michelle. 2013. "The relationship of trait emotional intelligence with academic performance: a meta-analytic review." Learning and Individual Differences: journal of psychology and education. 28, pp. 20-33. https://doi.org/10.1016/j.lindif.2013.08.002
Article Title

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

ERA Journal ID6506
Article CategoryArticle
AuthorsPerera, Harsha N. (Author) and DiGiacomo, Michelle (Author)
Journal TitleLearning and Individual Differences: journal of psychology and education
Journal Citation28, pp. 20-33
Number of Pages14
Year2013
Place of PublicationOxford, United Kingdom
ISSN1041-6080
1873-3425
Digital Object Identifier (DOI)https://doi.org/10.1016/j.lindif.2013.08.002
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.

Keywordstrait EI; academic performance; achievement; meta-analysis; moderation
ANZSRC Field of Research 2020520102. Educational psychology
529999. Other psychology not elsewhere classified
390402. Education assessment and evaluation
Public Notes

© 2013 Elsevier Inc. Published version deposited in accordance with the copyright policy of the publisher.

Byline AffiliationsFaculty of Education
University of Technology Sydney
Institution of OriginUniversity of Southern Queensland
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