Review of Research literature: Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept

Question 1 

Since trait emotional intelligence forms part of the lower levels of personality hierarchies, Ferrando et al postulates that the model creates a constructs that exists outside the human cognitive ability and thus plays a role in influencing non-cognitive skills (2011). In conjunction with recent studies, a wide scope of literature explores the predicative validity of trait emotional within education setting and role played by other variables such as self concept, intelligence quotient and personality ( Ferrando et al., 2011). This research therefore aims at examining the impact of trait Emotional Intelligence on academic performance with consideration to the control of the aforementioned psychological variables such as personality intelligence and self-concept 

Question 2 

With the notion of trait emotional intelligence being independent of cognitive ability, this research supports the orthogonal hypothesis that correlations between trait emotional intelligence and intelligence Quotient tests among other indices of human performance depending on verbal and logical abilities are presumptively low or near zero. 

Method Section 

Question 1 

Contrary to the commonly known ability-based emotional intelligence, this investigation utilized the trait intelligence model. As proposed by Petrides and colleagues in 2009, the trait intelligence model is predicated on the assumption that people possess certain emotional traits and emotional self-perceptions that contribute greatly to the underlying personalities. Siegling, Furnham & Petrides (2015) state that trait emotional intelligence encompasses the constellation of self perceptions within the lower levels of personality hierarchies and further integrates affective aspects of personality . Besides, such traits are not measured using scientific approaches but rather rely on respondents’ self report. On this view, the model assumes that respondents have the ability to accurately account for their traits. 

Question 2 

In general, to analyze trait emotional intelligence and its correlation to academic performance, descriptive methodology was applied through the administration of questionnaires and rating scales. Beside, the study participants comprised of 290 preadolescents including 154 boys and 136 girls with a mean age of 11.53 years and who were in the two final grades of primary education (Ferrando et al., 2011). Considering the study location, the participants were drawn from a semiprivate school in Southern Spain. Moreover, the procedure entailed assurance of confidentiality and analysis of data obtained through various instruments using the SPSS program. 

Particularly, the instruments used in the study were TIDI-2, CPQ, CAI-1 AND TEIQue-ASF respectively. TIDI-2 Test of intelligence was used to assess students’ intelligence quotient (IQ) based on the numerical, verbal and spatial cognitive aptitudes that determine the general intelligence score. The Children’s personality Questionnaire (CPQ) was used to measure personality in children aged 8-12 years on the basis of personality factors classified as extraversion, anxiety and excitability. On the other hand, the Children’s Adaptation Questionnaire (CAI-1), a 75-item questionnaire was used to assess self-concept through the evaluation of the psychological, academic, physical, social, family and global factors. Moreover, the Trait Emotional Intelligence Questionnaire- Adolescent Short Form (TEIQue-ASF) was used to assess the global trait of Emotional intelligence in adolescents based on certain items that were rated on a7-point scale. Lastly, academic performance score instrument was used to assess the students’ academic achievement using the 1-to-4 ranking scale to indicate fail, sufficient, good and excellent domains respectively. 

Results Section 

One of the major findings was that intelligence quotient was unrelated to the global trait of emotional intelligence. Perhaps this finding aligns the theoretical explanation that assumes trait Emotional Intelligence to be a personality construct and therefore invalidating close correlation between cognitive ability tests and trait Emotional Intelligence ( Ferrando et al., 2011). This concept was confirmed in the study, where the correlation between the global trait of Emotional Intelligence and intelligence Quotient were found to be insignificant. 

Also, with regards to the personality dimensions, the global trait emotional intelligence was positively associated with extraversion and negatively associated with anxiety. Apparently, the moderate correlation between the variables corresponds with the integration of such factors in building coherent personality models 

Moreover, the global self concept and the global trait Emotional Intelligence were positively coorelated including individual self concept factors. Besides, the findings indicated that academic performance Intelligence Quotient was positively related to academic self concept and global trait Emotional Intelligence. Since the study was aimed at determining the incremental validity of trait Emotional Intelligence and the controlling effects of intelligence quotient, self concept and personality, the hierarchical regression analysis indicated that although intelligence quotient was positively related to academic performance ( Ferrando et al., 2011). In spite of the addition of emotional intelligence to the equation, IQ remained an essential positive predictor. Above all, in an attempt to answer the research question, Emotional Intelligence showed an increased validity over intelligence Quotient personality and self-concept. 

Conclusion 

Question 1 

To sum it all, the results attributed greater significance of intelligence as a predictor of academic achievement self-concept and personality variables. However, based on the research question, even after controlling for personality, IQ and personality variables, the study findings showed that trait EI still determines academic achievement ( Ferrando et al., 2011). Although academic performance is a cognitive-based activity that solely relies on intelligence quotient (IQ), the positive correlation between emotional intelligence and academic intelligence is suggestive of indirect association between the duo through impact of emotional intelligence on the student’s mental health. 

Question 2 

These findings necessitates further research on the impact of intelligence quotient and emotional quotient in determining academic performance with specific consideration to the role played by cognitive and non-cognitive abilities respectively. Future studies should aim at determining whether the relationship between Emotional Intelligence and academic performance is influenced by the level of Intelligence Quotient and whether this association is direct or influenced by other factors. 

References  

Ferrando, M., Prieto, M. D., Almeida, L. S., Ferrándiz, C., Bermejo, R., López-Pina, J. A., ... & Fernández, M. C. (2011). Trait emotional intelligence and academic performance: Controlling for the effects of IQ, personality, and self-concept.  Journal of Psychoeducational Assessment ,  29 (2), 150-159. 

Siegling, A. B., Furnham, A., & Petrides, K. V. (2015). Trait emotional intelligence and personality: Gender-invariant linkages across different measures of the Big Five.  Journal of Psychoeducational Assessment ,  33 (1), 57-67.