Learning and Individual Differences
Harsha, Perera N, and DiGiacomo Michelle. “The relationship of trait emotional intelligence with academic performance: A meta-analytic review” Learning and Individual Differences (2013): 20-33.
Learning and Individual Differences
This article, “Learning and Individual Differences,” assesses the validity of trait (EI) in the prediction of academic performance. A survey on 74 effect sizes was drawn from 48 samples (independent) whose cumulative size was 10,292. Trait emotional intelligence is directly proportional to academic performance. The theory of EI assumes that useful personality traits need to be orthogonal to academic, cognitive outcomes. A meta-analytic review having random-effects weights resulted in a favorite and moderate coefficient for train emotional intelligence (r= 0.20, CI= 0.16-0.24).
Forty primary studies including forty-eight independent samples whose size was 10,292 as prior mentioned participated in determining what EI constructs encompass on student clusters. These primary studies provided seventy-four effect sizes and 40 of the studies were retrieved in which 12 (30 percent) were published in students dissertations. The evaluation of this article reveals that trait emotional intelligence construct has clusters of relative stable individual characters that relate to a person’s propensity for low impulsiveness.
Finding a suitable trait EI validity criterion necessitates researchers to reconsider all rhetorical bases to base their arguments and affirm their postulations on the role of trait emotional intelligence on academics. The “w” factor by Webb explains the association between academic performance and trait emotional intelligence. Students’ education performance is typically influenced by their willingness to achieve.