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Emotional Intelligence and Social and Academic Adaptation To School
Emotional Intelligence and Social and Academic Adaptation To School
112-117
www.psicothema.com
In a sample of 127 Spanish adolescents, the ability to understand and manage emotions, assessed by a
performance measure of emotional intelligence (the MSCEIT), correlated positively with teacher ratings of academic achievement and adaptation for both males and females. Among girls, these emotional abilities also correlated positively with peer friendship nominations. After controlling for IQ and
the Big Five personality traits, the ability to understand and manage emotions remained significantly
associated with teacher ratings of academic adaptation among boys and peer friendship nominations
among girls. Self-perceived emotional intelligence was unrelated to these criteria. These findings provide partial support for hypotheses that emotional abilities are associated with indicators of social and
academic adaptation to school.
Inteligencia emocional y adaptacin social y acadmica en la escuela. En una muestra de 127 estudiantes espaoles, la habilidad para comprender y manejar las emociones medida a travs de un instrumento de habilidad de inteligencia emocional (el MSCEIT) correlacion positivamente con las evaluaciones realizadas por los profesores de los logros acadmicos y de la adaptacin en la escuela de
chicos y chicas. Entre las chicas, estas habilidades emocionales correlacionaron tambin positivamente con la designacin como amiga por parte de los compaeros. Tras controlar el CI y los factores de
personalidad de los Cinco Grandes, la habilidad para comprender y manejar las emociones permaneci asociada significativamente con las evaluaciones realizadas por los profesores de los logros acadmicos y de la adaptacin en la escuela de los chicos y la designacin como amiga por parte de los
compaeros entre las chicas. La inteligencia emocional autopercibida no estaba relacionada con estos
criterios. Estos resultados apoyan parcialmente las hiptesis de que las habilidades emocionales estn
relacionadas con indicadores de adaptacin social y acadmica en la escuela.
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JOS M. MESTRE, ROCO GUIL, PAULO N. LOPES, PETER SALOVEY AND PALOMA GIL-OLARTE
Table 1
Descriptive statistics
Male
Female
Reliabilitya
SD
SD
02.66
02.06
02.40
01.36
05.11
01.57
05.74
01.85
0.92
05.99
01.15
05.60
01.32
04.00
02.28
02.59
01.81
05. Age
15.21
00.85
15.00
00.88
06. Experiential EI
86.88
14.04
91.63
13.44
0.84
07. Strategic EI
79.38
10.85
82.53
08.88
0.63
08. Self-perceived EI
03.65
00.41
03.88
00.27
0.80
09. IQ
53.85
31.40
53.82
31.65
0.90
10. Extraversion
03.27
00.42
03.18
00.37
0.73
11. Agreeableness
03.34
00.36
03.51
00.32
0.54
12. Conscientiousness
03.30
00.45
03.33
00.44
0.69
03.01
00.35
02.79
00.42
0.75
14. Openness
03.30
00.41
03.30
00.33
0.52
Note: N= 127.
a We report Cronbachs alpha for Likert scales and split-half reliability corrected by the
Spearman-Brown formula for performance measures (EI and IQ) due to item heterogeneity. Split-half reliability estimates for IQ were based on the 5 subscale scores.
academic adaptation and age probably reflect the fact that course
repeaters tend to be older and have lower academic achievement.
Next we used multiple regression analyses to examine
associations between emotional intelligence and criteria controlling
for IQ and the Big Five personality traits simultaneously. These
analyses included only those associations between EI scores and
criteria for which zero-order correlations were found to be
significant. Among boys, Strategic EI remained significantly
associated with teacher ratings of both academic adaptation [F(8,
36)= 4.71, p<.01; = .37, p<.01] and conflict and hostility [F(7,
41)= 2.31; = -.39, p<.05] after controlling for IQ and the Big
Five.1 However, the association between experiential EI and
Table 2
Correlations for males
1
01. Friendship nominations
-.12*
-.26*
-.02*
-.09*
-.05*
-.04*
06. Experiential EI
07. Strategic EI
-.17*
-.19*
08. Self-perceived EI
09. IQ
-.25*
-.20*
10. Extraversion
11. Agreeableness
13. Emotional stability
-.32*
-.01*
14. Openness
-.08*
12. Conscientiousness
-.01**
-.64**
-.36**
-.31**
-.47**
-.25**
-.43**
-.22**
-.32**
-.19**
-.44**
-.13**
-.18**
-.08**
-.15**
-.32**
-.07**
-.07**
-.19**
-.06**
-.35**
-.30**
-.13**
-.25**
-.37**
-.14**
-.03**
-.02**
-.00**
-.26**
-.19**
-.29**
-.07**
Note: N= 63
* p<0.05; ** p<.01
Table 3
Correlations for females
1
01. Friendship nominations
03. Teacher ratings of social adaptation
04. Teacher ratings of conflict and hostility
-.10*
-.40**
-.55**
-.13**
05. Age
-.04*
-.03*
-.30**
-.09**
-.01**
-.04**
-.24**
-.12**
-.36*
-.14*
-.40**
-.05**
-.12**
-.01**
-.00**
-.03**
-.05*
-.04*
-.43**
-.08**
-.39**
-.09**
-.20**
-.09**
-.09*
-.17*
-.16**
-.05**
-.15**
-.04**
-.09**
-.07**
06. Experiential EI
07. Strategic EI
08. Self-perceived EI
09. IQ
10. Extraversion
11. Agreeableness
12. Conscientiousness
-.16*
-.05**
-.04**
-.04**
14. Openness
-.13*
-.18**
-.32**
-.35**
Note: N= 64
* p<0.05; ** p<.01
-.13*
-.01*
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JOS M. MESTRE, ROCO GUIL, PAULO N. LOPES, PETER SALOVEY AND PALOMA GIL-OLARTE
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