# data[].attributes.headline
Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

# data[].attributes.subject
Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students

# data[].attributes.body
The results of this study found that low academic performance was a cause for burnout and that high emotional intelligence acted as a mediator in the relationship. The study suggested that, in essence, developing students emotional intelligence could help prevent academic burnout.

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Affiliations

¹ Department of Psychology, Faculty of Psychology, University of Almería, Almería, Spain.

² Department of Psychology, Faculty of Psychology, Universidad Politécnica y Artística del Paraguay, Asunción, Paraguay.

³ Department of Psychology, Universidad Autónoma de Chile, Providencia, Chile.

Free PMC article

Free PMC article

Affiliations

¹ Department of Psychology, Faculty of Psychology, University of Almería, Almería, Spain.

² Department of Psychology, Faculty of Psychology, Universidad Politécnica y Artística del Paraguay, Asunción, Paraguay.

³ Department of Psychology, Universidad Autónoma de Chile, Providencia, Chile.

Abstract

Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of academic performance on burnout in high school students, and establish the role of emotional intelligence in this relationship. The sample was made up of 1287 high school students aged 14 to 18, who filled out questionnaires for evaluation of these variables. The results showed that youths who had failed a subject or had repeated a year showed more exhaustion and cynicism than their classmates with better performance and higher academic efficacy. A relationship was also found between school burnout and emotional intelligence in these adolescents, positive for self-efficacy and negative for cynicism and exhaustion. The model results showed that low academic performance affected burnout level, and that stress management and mood in emotional intelligence acted as a mediator in this relationship. In conclusion, development of emotional intelligence programs in the educational context is proposed as a measure for preventing burnout in the face of adverse high school academic events, such as failing or repeating a year.

Conflict of interest statement

The authors have declared that no competing interests exist.

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Grant support

The present study was undertaken in collaboration with the Peer violence and alcohol and tobacco use in Secondary Education program: an augmented reality program for detection and intervention (Reference: EDU2017-88139-R), funded by the State Research Program, Development and Innovation Oriented to the Challenges of Society, within the framework of the State Plan for Scientific and Technical Research and Innovation, and co-financing with Structural Funds of the European Union.

# data[].attributes.attachment_link.keywords[]
national center for biotechnology information

# data[].attributes.attachment_link.title
Emotional intelligence as a mediator in the relationship between academic performance and burnout in high school students - PubMed

# data[].attributes.attachment_link.description
Low performance of high school students and repeating a year are major problems in the education system. Low performance in the classroom generates negative emotions in young people and has been related to development of school burnout. The objective of this study was to analyze the repercussions of ...

# data[].attributes.headline
Emotional Intelligence and its Association with Academic Success and Performance in Medical Students

# data[].attributes.subject
Emotional Intelligence and its Association with Academic Success and Performance in Medical Students

# data[].attributes.body
This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.

# data[].attributes.attachment_link.readable_text
. Jan-Apr 2021;9(1):31-37.

doi: 10.4103/sjmms.sjmms_375_19.

Affiliations

¹ Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.

² King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.

³ King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.

⁴ King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia.

Free PMC article

Sulaiman Altwijri et al. Saudi J Med Med Sci.

Free PMC article

. Jan-Apr 2021;9(1):31-37.

doi: 10.4103/sjmms.sjmms_375_19.

Affiliations

¹ Department of Medical Education, College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Riyadh, Saudi Arabia.

² King Abdulaziz Medical City, National Guard Health Affairs, Riyadh, Saudi Arabia.

³ King Abdullah International Medical Research Center, Riyadh, Saudi Arabia.

⁴ King Faisal Specialist Hospital and Research Centre, Riyadh, Saudi Arabia.

Abstract

Background: Emotional intelligence (EI) is potentially associated with higher academic performance. However, no study from the Gulf region has previously assessed if EI affects academic success and academic performance in medical students.

Objectives: To examine the relationship between EI and academic success and academic performance in a sample of Saudi Arabian medical students.

Methods: This cross-sectional, questionnaire study included all 4 th-6 th year medical students enrolled at King Saud bin Abdulaziz University for Health Sciences (KSAU-HS), Riyadh, Saudi Arabia, in the academic year 2017-18. Eligible students were invited to complete the self-administered Schutte Self-Report Emotional Intelligence Test and the Academic Success Inventory for College Students (ASICS) along with a questionnaire eliciting demographic information between January and April 2018. Academic achievement was assessed based on each student's self-reported grade point average in the most recent examination.

Results: Of 377 eligible students, 296 (78%) completed the questionnaires. A significant association was identified between overall EI and ASICS scores ( r = 0.197; P < 0.001). EI scores were constant in males and females and the year of study. No statistically significant association was observed between EI and academic success across gender and academic years ( P > 0.05 for all values). However, in terms of external motivation and career decidedness by level of study, final-year students had higher scores compared with students in the other two study years ( P = 0.02 and P = 0.01, respectively).

Conclusion: This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic performance.

Keywords: Academic performance; Saudi Arabia; academic success; emotional intelligence; medical students.

Conflict of interest statement

There are no conflicts of interest.

Figures

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Thomas CL, Cassady JC, Heller ML. The influence of emotional intelligence, cognitive test anxiety, and coping strategies on undergraduate academic performance. Learn Individ Differ. 2017;55:40-48.

# data[].attributes.attachment_link.keywords[]
national center for biotechnology information

# data[].attributes.attachment_link.title
Emotional Intelligence and its Association with Academic Success and Performance in Medical Students - PubMed

# data[].attributes.attachment_link.description
This study offers primary data on the impact of EI scores on academic success in medical education, and it identified several factors associated with EI and academic success. The findings of this study suggest that EI and academic success are linked, and that both are vital for increasing academic p ...

# data[].attributes.headline
Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

# data[].attributes.subject
Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students

# data[].attributes.body
No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. The study could not conclude that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence was found.

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doi: 10.3390/children7120310.

Affiliations

¹ Department of Nursing, Faculty of Nursing, University of Huelva, 21007 Huelva, Spain.

² Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain.

³ Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador.

⁴ Andalusian Health Service, Health Sciences Doctorate School, University of Huelva, 21007 Huelva, Spain.

Free PMC article

Free PMC article

doi: 10.3390/children7120310.

Affiliations

¹ Department of Nursing, Faculty of Nursing, University of Huelva, 21007 Huelva, Spain.

² Department of Sociology, Social Work and Public Health, Faculty of Labour Sciences, University of Huelva, 21007 Huelva, Spain.

³ Safety and Health Postgraduate Programme, Universidad Espíritu Santo, Guayaquil 091650, Ecuador.

⁴ Andalusian Health Service, Health Sciences Doctorate School, University of Huelva, 21007 Huelva, Spain.

Abstract

Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. The objective of this study was to analyse the levels of emotional intelligence (differentiating between the dimensions: emotional Attention, Clarity, and Repair) among high school students and examine its relationship with academic performance and emotional well-being, considering if there are differences between boys and girls and between different grades. A cross-sectional descriptive study was developed on a sample of 333 High School students using the Trait Meta-Mood Scale (TMMS) and KIDSCREEN-10 Index tools. Differences in emotional intelligence were observed between boys and girls for the three dimensions, and a relationship between emotional intelligence and student well-being was appreciated. No relationships were found between emotional intelligence and academic performance, nor have any differences been observed between the different courses analysed. It cannot be concluded that academic performance is related to emotional intelligence, but a relationship between well-being and emotional intelligence is found.

Keywords: academic performance; adolescence; emotional intelligence; high school; personal well-being; students.

Conflict of interest statement

The authors declare no conflict of interest.

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Fernández-Berrocal P., Cabello R., Gutiérrez-Cobo M.J. Avances en la investigación sobre competencias emocionales en educación. Rev. Interuniv. Form. Profr. 2017;88:15-26.

Ferragut M., Fierro A. Inteligencia emocional, bienestar personal y rendimiento académico en preadolescentes. Rev. Latinoam. Psicol. 2012;44:95-104.

Mayer J.D., Salovey P. What is emotional intelligence? In: Salovey P., Sluyter D., editors. Emotional Development and Emotional Intelligence: Implications for Educators. Basic Books; New York, NY, USA: 1997. pp. 3-31.

# data[].attributes.attachment_link.keywords[]
national center for biotechnology information

# data[].attributes.attachment_link.title
Emotional Intelligence and Its Relationship with Emotional Well-Being and Academic Performance: The Vision of High School Students - PubMed

# data[].attributes.attachment_link.description
Emotional intelligence skills in students may be related with physical and mental health, within and outside the academic field. Strengthening these skills can lead to greater overall well-being, lower use of substances, and improved academic performance, as well as reduced aggressive behaviours. Th ...

# data[].attributes.headline
Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

# data[].attributes.subject
Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students

# data[].attributes.body
This study revealed that there is a positive relationship between the students emotional intelligence and academic performance, and that students with

# data[].attributes.attachment_link.readable_text
. 2020 Oct 22;17(21):7717.

doi: 10.3390/ijerph17217717.

Affiliations

¹ Department of Education, University of Almería, 04120 Almería, Spain.

² Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain.

³ Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain.

⁴ Department of Nursing, University of Las Palmas de Gran Canaria (ULPGC), Juan de Quesada, 30, 35001 Las Palmas de Gran Canaria, Spain.

Free PMC article

Ana María Martínez-Martínez et al. Int J Environ Res Public Health.

Free PMC article

. 2020 Oct 22;17(21):7717.

doi: 10.3390/ijerph17217717.

Affiliations

¹ Department of Education, University of Almería, 04120 Almería, Spain.

² Hum-498 Research Team, Health Research Centre, Department of Nursing Science, Physiotherapy and Medicine, University of Almería, 04120 Almería, Spain.

³ Hum-878 Research Team, Health Research Centre, Department of Psychology, University of Almería, 04120 Almería, Spain.

⁴ Department of Nursing, University of Las Palmas de Gran Canaria (ULPGC), Juan de Quesada, 30, 35001 Las Palmas de Gran Canaria, Spain.

Abstract

The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents from a secondary school to test whether EI is a protector against cybervictimization and the repercussions of cybervictimization, and whether EI has an influence on academic performance. The instruments used in the study included a questionnaire of risk factors for cybervictimization-the Trait Meta Mood Scale 24 (Spanish version)-and the global marks or academic performance of the students. The relationships between the variables were analyzed and a structural equation model was developed. The correlations revealed that there was a positive relationship between EI and student academic performance, but there was also a negative relationship regarding cybervictimization. In other words, students with lower EI were more likely to suffer from cybervictimization and could experience negative repercussions on school success. Through EI training and addressing disruptive behaviors by focusing on school climate, classroom management, and discipline, we can create emotional regulation guidelines among students to eradicate disruptive behaviors.

Keywords: academic performance; cybervictimization; emotional intelligence.

Conflict of interest statement

The authors declare no conflict of interest.

Figures

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# data[].attributes.attachment_link.keywords[]
academic performance* / statistics & numerical data

# data[].attributes.attachment_link.keywords[]
cyberbullying* / statistics & numerical data

# data[].attributes.attachment_link.keywords[]
national center for biotechnology information

# data[].attributes.attachment_link.title
Relationship between Emotional Intelligence, Cybervictimization, and Academic Performance in Secondary School Students - PubMed

# data[].attributes.attachment_link.description
The benefits attributed to emotional intelligence (EI) in a school environment can be observed in areas such as interpersonal relationships, psychological well-being, academic performance, and avoidance of disruptive behaviors. The objective of this study was to analyze a sample of 3451 adolescents ...

# data[].attributes.headline
Emotional intelligence predicts academic performance: A meta-analysis

# data[].attributes.subject
Emotional intelligence predicts academic performance: A meta-analysis

# data[].attributes.body
This study proposes that there are three different branches which are involved in the link between EI and academic performance. These are: regulating academic emotion, building social relationships at school (that may benefit studies or just positive mental association with school) and academic content overlap with EI (learning content which benefits from EI).

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Abstract

Schools and universities devote considerable time and resources to developing students' social and emotional skills, such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation ( N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared with self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance, respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6%, respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

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# data[].attributes.attachment_link.keywords[]
national center for biotechnology information

# data[].attributes.attachment_link.title
Emotional intelligence predicts academic performance: A meta-analysis - PubMed

# data[].attributes.attachment_link.description
Schools and universities devote considerable time and resources to developing students' social and emotional skills, such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the ...

# data[].attributes.headline
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success

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Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success

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Abstract

The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life satisfaction were also examined. The survey was completed by 238 students, of whom 163 gave permission for their end-of-year marks to be accessed. Complete data for modelling stress and academic success were available for 216 and 156 students respectively. The associations of academic success and stress differed, and high stress was not a risk factor for poor academic performance. Further analyses were based on the extraction of three composite factors (Emotional Regulation, Avoidance and Task Focus) from the EI and coping subscales. Structural equation modelling showed that academic performance was predicted by Conscientiousness, Agreeableness, positive affect and the Task Focus factor. Modelling for stress and life satisfaction showed relationships with personality, affect, and the Task Focus and Emotion Regulation factors. The Task Focus factor played a mediating role in both models, and the Emotion Regulation factor acted as a mediator in the model for stress and life satisfaction. The theoretical interpretation of these results, and their potential applications in interventions targeting at-risk students, are discussed.

Research Highlights

► Dispositional and coping variables are measured in a sample of university students. ► We examine pathways to outcomes of stress, academic success, and life satisfaction. ► EI/Coping style partially mediate the impact of personality and affect on outcomes. ► Different correlations and mediation pathways are found for stress and achievement. ► Results suggest intervention approaches for at-risk or vulnerable university students.

Introduction

The emotions which students experience within the learning environment are known to be related to important outcomes such as academic success and academic adjustment, and also to student health and well-being. The specific topic of test anxiety and its effect on academic performance has been widely studied (e.g. Zeidner, 1995, Zeidner, 1996). Studies of other correlates of negative emotions have established associations with stress in students (Austin, Saklofske, & Mastoras, 2010) and with poorer academic adjustment (Halamandaris & Power, 1997). The role of positive emotions in educational contexts has been less widely researched but associations have been found with academic performance and academic engagement (Lewis et al., 2009, Pekrun et al., 2009, Reschly et al., 2008). In the context of studying student emotions, it is also appropriate to examine the potential utility of emotional intelligence (EI) as an explanatory variable. Models of EI highlight a range of emotion-related capabilities; a component of EI which appears to be particularly likely to support students in the learning environment is Emotion Regulation, since individuals who can regulate their emotions well are better able to manage stress. Other emotional capabilities such as being able to perceive and understand emotions would be expected to support the process of building and maintaining students' social support. In addition to being of theoretical interest, if EI is found to be related to academic success and/or academic adjustment, such findings would enable the development of intervention programmes designed to enhance EI capabilities in vulnerable students.

When considering in more detail how students' emotions are related to their academic success and well-being, it is important to take account of research showing that the propensity to experience both positive and negative emotions has been consistently linked to stable dispositional tendencies. Thus the study of student emotions and their outcomes requires the examination of a network of associations amongst state and trait variables. In the remainder of this section the associations amongst key variables, and results on how they are related to academic performance, student stress and other indices of student well-being and adjustment to the academic environment are examined.

A central result in research on emotions is the emergence of two distinct dimensions, positive affect (PA) and negative affect (NA), from numerous factor-analytic studies. In addition to factorial independence, there is evidence that PA and NA are respectively linked to distinct biobehavioural approach and withdrawal systems (Harmon-Jones et al., 2010, Watson et al., 1999). PA and NA also differ in their correlation patterns with behavioural variables such as health complaints, stress, and social activities (Watson, 1988). In line with these established findings, the education-related findings on positive and negative emotions will be reviewed separately.

There is an extensive literature of negative emotions, and the underlying dispositions which promote them, in educational contexts. From the perspective of individual differences research it has proved theoretically informative to link negative emotions to pre-disposing dispositional traits, in particular to personality and coping style. Because the personality trait of Neuroticism (N) is strongly associated with a propensity to experience negative emotions (e.g. Matthews, Deary, & Whiteman, 2009), it is of central importance in research on negative emotions. In addition, there are well-established strong associations amongst a broader set of variables: N, negative emotions, maladaptive ¹ (especially emotion-focussed) coping, anxiety, and psychological distress (Matthews et al., 2009). These have been combined by some researchers into a temperamental factor of negative affectivity (Clark, 2005). The importance of personality and coping style in relation to stress in students has been examined in a number of studies (e.g. Austin et al., 2010, Watson et al., 2008), with stress being found to be the most strongly related to N and coping style, whilst the results of Conard and Matthews (2008) indicate that N is a stronger determinant of student stress than perceived workload.

Maintaining the focus on negative emotions, research on the emotional and dispositional determinants of student academic success has mainly focussed on anxiety or, more specifically, on test anxiety, with consistent negative associations with academic performance being found (Hembree, 1988, Seipp, 1991). Other studies of negative emotional/dispositional factors in students have found a wide range of associations relating to health, academic adjustment and well-being. Examples of these findings are associations of maladaptive coping with problem eating (Wichianson, Bughi, Unger, Spruijt-Metz, & Nguyen-Rodriguez, 2009), N and negative affect (NA) with loneliness and poorer adjustment to university life (Halamandaris & Power, 1997), N with maladaptive perfectionism and self-reported daily hassles (Enns et al., 2001, Vollrath, 2000), NA with lower levels of student engagement (Reschly et al., 2008), and N and maladaptive coping with homesickness (Van Tilburg, Vingerhoets, & Van Heck, 1999).

By contrast, evidence has been found in a number of studies of students for positive and protective effects of personality traits (in particular Extraversion, E, and Conscientiousness, C), positive emotions and task-focussed coping. Extraversion is associated with experiencing positive emotions (Matthews et al., 2009) and, as with N and NA discussed above, the existence of a broad temperament dimension of positive affectivity underlying these associations has been proposed (Clark, 2005). Both E and C have been found to be positively correlated with task-focussed coping (e.g. Deary et al., 1996) and, amongst personality traits, C is the strongest and most consistent predictor of academic success (Poropat, 2009). There are also associations between achievement motivation and C, with achievement motivation being found to mediate the relationship between C and academic performance (Richardson & Abraham, 2009). Austin et al. (2010) reported that C and task-focussed coping were associated with lower student stress levels, and Lewis et al. (2009) showed that positive emotions had incremental validity over negative emotions in predicting a range of positive outcomes such as adaptive coping and engagement in middle and high school students.

A specific mechanism (the broaden-and-build model) of the role of positive emotions in promoting adaptive outcomes has been proposed in which positive emotions promote increased behavioural flexibility, broadened attention and engagement with approach goals (Fredrickson, 2001, Lyubomirsky et al., 2005). This mechanism includes a synergistic relationship between positive emotions and adaptive coping (Fredrickson & Joiner, 2002). Pekrun et al. (2009) argue that the positive associations they report between the emotions of hope and pride and student academic performance could arise from such a process. Similarly, Reschly et al. (2008) suggest that their finding of partial mediation of the relationship between positive emotions and academic engagement supports the broaden-and-build theory.

This section will focus on trait EI, which has been defined as "a constellation of emotional self-perceptions located at the lower levels of personality hierarchies" (Petrides, Pita, & Kokkinaki, 2007). EI has been found to be positively associated with psychological health (e.g. Schutte, Malouff, Thorsteinsson, Bhullar, & Rooke, 2007), with indices of well-being such as life satisfaction, and with lower stress levels (e.g. Austin et al., 2010). Emotion Regulation is viewed as a key component of the processes underlying these associations (Austin et al., 2010, Mikolajczak et al., 2008), with the capability to down-regulate negative emotions and up-regulate positive emotions providing an adaptive mechanism for students to handle the inevitable stressors of academic life. Other work on EI in educational contexts focussing on academic adjustment and student drop-out has shown that EI promotes the successful transition from high school to university, with higher EI scores being found in academically successful compared to unsuccessful first-year students, and in students who remain at university compared to those who drop out (Parker et al., 2006, Parker, Summerfeldt, et al., 2004). Positive associations between EI and academic success in school pupils have also been found (Downey et al., 2007, Hogan et al., 2010, Parker, Creque, et al., 2004, Petrides et al., 2004).

EI has also been found to be positively correlated with adaptive and negatively correlated with maladaptive coping (e.g. Austin et al., 2010, Petrides et al., 2007, Saklofske et al., 2007). Some recent work (Austin et al., 2010, Saklofske et al., 2007) has built on these empirical associations, and on the theoretical linkages which have been argued to underlie them (Matthews and Zeidner, 2000, Salovey et al., 2000). It has been suggested that EI facilitates "successful and efficient self-regulation toward desired ends" (Salovey et al., 2000, p511), with high EI individuals having a superior ability to manage their emotions in stressful situations, avoid ruminating on negative events and set future goals effectively. Within this perspective, the EI component of Emotion Regulation is aligned with (non-use of) emotion-focussed coping, whilst emotional understanding and Emotion Regulation support the adoption of a task-focussed approach, for example by anticipating the emotions which will be experienced whilst working to achieve a desired goal.

Using this framework of EI as a component of coping, factor-analytically derived composites of EI and coping scales have been found to have explanatory power in the study of health-related behaviours (Saklofske et al., 2007) and stress (Austin et al., 2010). The models used in these studies built on the well-established transactional approach to coping processes, in which coping is conceptualised as "personality in action under stress" (Bolger, 1990), and thus would be expected to mediate the influence of personality on stress and related outcomes. Evidence for the mediating role of coping has been found in a large number of studies (e.g. Bolger, 1990, Bolger and Zuckerman, 1995, Carver et al., 1993, Deary et al., 1996). In studies of coping and EI, an example of this approach is the finding that a broad Emotion Regulation factor, with loadings from EI and coping scales, was found to mediate the associations between personality and both stress and well-being in Canadian university students (Austin et al., 2010).

This study explored the network of associations amongst personality, emotions, coping and EI and their relationship with students' academic performance and self-reported stress. Whilst some of the associations within this network (e.g. N, NA, coping, stress) are well-established, there is less information currently available about others. The associations of N/negative emotions have been much more widely studied both in general and educational contexts compared to effects specifically related to positive emotions. Findings to date, taken together with the broaden-and-build model and other evidence linking PA to the approach system, suggest that this topic is worthy of further study. It is also the case that there have been a relatively small number of studies to date on EI in educational contexts, so further work in this area is appropriate.

Hypotheses derived from the most consistent and least contextually-specific associations amongst those discussed above were:

*

Stress will be positively correlated with N, emotion-focussed coping and NA and negatively correlated with E, C, task-focussed coping, PA and EI.

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Academic success will be positively correlated with C.

In addition, in the light of previous findings, it was expected that

*

The associations of personality and emotions and academic success and stress will be mediated by coping style or coping/EI composites.

Figures

1. Model for year mark. Correlations included in the model and their fitted values were: C/PA .21, A/PA .23, A/C .21. A = Agreeableness, PA = positive affect, C = Conscientiousness, Task = Task Focus fac...

2. Model for stress and life satisfaction. Correlations included in the model and their fitted values were: positive affectivity/negative affectivity −.52, stress/life satisfaction −.44, C/positive affec...

Section snippets

Participants

The survey was completed by 238 undergraduate students at the University of Edinburgh (53 male and 185 female) early in the autumn semester; the mean age of the sample was 20.03 years, standard deviation 4.69 years. A sub-group of 163 of these students gave permission for their course results to be retrieved at the end of the academic year.

Results

Table 1 shows descriptive statistics and scale reliabilities for the study measures.

Examination of score differences in personality traits, EI sub-scales, coping sub-scales, affect, stress, and life satisfaction between males and females showed that, applying a Bonferroni correction for multiple comparisons, females scored significantly higher than males on Distraction ( t (226) = 3.03, d = .40, p = .003) and social diversion coping ( t (226) = 3.82, d = .51, p < .001), and on A ( t (221) = 4.05, d = .55, p <

Discussion

The specific hypotheses that stress would be positively correlated with N, emotion-focussed coping and NA and negatively correlated with E, C, task-focussed coping, PA and EI were confirmed. Surprisingly, the hypothesised association between C and academic success was not found in the zero-order correlation between these variables, but C did emerge as a predictor of academic success in the SEM model. The expected mediation effects were found, with the composite EI/coping factors mediating the

Acknowledgement

This research was partially supported by grant 766-2008-0322 from the Social Sciences and Humanities Council of Canada.

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# data[].attributes.attachment_link.title
Relationships of personality, affect, emotional intelligence and coping with student stress and academic success: Different patterns of association for stress and success

# data[].attributes.attachment_link.description
The associations of personality, affect, trait emotional intelligence (EI) and coping style measured at the start of the academic year with later academic performance were examined in a group of undergraduate students at the University of Edinburgh. The associations of the dispositional and affect measures with concurrent stress and life satisfaction were also examined.

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The Relationship between Emotional Intelligence and Academic Achievement in medical science students in Iran

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The Relationship between Emotional Intelligence and Academic Achievement in medical science students in Iran

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Abstract

Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Therefore, the present study was performed aiming at surveying emotional intelligence and its relation with academic performance of medical science students. In order to measure emotional intelligence, the instrument EQ-i- questionnaire was selected. A sample consisted of two hundred and twentythree (223) adolescent students, 70 males and 153 females, participated in this research by stratified sampling. Initially they filled the demographic data form and then they rated themselves on EQ-i-test. Finally, their academic performance was appraised on the basis of their final exam, results for the last three years. In order to analyze data, regression analysis, Pearson's correlation and T-test were used.Mean EI score was 245.94 (95 percent CI: 243.15-248.72). Pearson's correlation coefficient showed that there is a significant (r=0.14, p=0.039) relationship between emotional intelligence and academic performance while findings indicated a meaningful relation (p<0.05) between its two subcomponents emotional intelligence, and academic performance. There were significant differences in the emotional intelligence scores by habitat of students (p<0.01). considering the low level of emotional intelligence among students the meaningful relation between total and some components emotional intelligence with academic performance, it seems very important take to emotional intelligence in to consideration students mental health improve and help them do their tasks more successfully.

# data[].attributes.attachment_link.title
The Relationship between Emotional Intelligence and Academic Achievement in medical science students in Iran

# data[].attributes.attachment_link.description
Emotional intelligence incorporates the important aspects of interpersonal and intrapersonal relationships, adaptability, moods and stress management skills, which have a profound effect on the academic performance of students. Therefore, the present study was performed aiming at surveying emotional intelligence and its relation with academic performance of medical science students.