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An Empirical Evaluation of the Role of Emotional Intelligence in Explaining School Achievement of Primary School Pupils

Vesna Buško orcid.org/0000-0001-8644-0688 ; Fikozofski fakultet Sveučilišta u Zagrebu
Ana Babić ; Filozofski fakultet Sveučilišta u Osijeku

Sažetak

The study presents an attempt at operationalization of some of the proposed branches of emotional intelligence intended to assess these capabilities in early adolescents. The paper reports on a part of empirical evaluation of general descriptive and psychometric features of the first version of an instrument aimed at the assessment of the abilities of emotional regulation composed in a form of objective performance test. The study was conducted on the sample of 180 seven- and eight-grade primary school students. We examined the
relationships of this instrument and several measures defined as peer-ratings of specific components of emotional intelligence postulated by Mayer and Salovey ability-based model (1997). By use of hierarchical multiple regression analysis we tested the relative importance of the stated indicators of emotional intelligence in explaining the average school achievement of primary school
pupils. The results show that the regression equation including age and sex as general demographic features and emotional intelligence variables can account for approximately 39% of criterion variance. Ratings of the ability of verbal expression of emotions and, to the lesser extent, ratings of the conflict resolutions skills were shown to be the only variables with significant independent contribution to school achievement, whereas the role of Test of emotional regulation within the predictor structure examined was found to be practically and statistically insignificant.

Ključne riječi

emotional intelligence; school achievement; adolescents

Hrčak ID:

21063

URI

https://hrcak.srce.hr/21063

Datum izdavanja:

14.11.2006.

Podaci na drugim jezicima: hrvatski

Posjeta: 4.568 *