Individualist-collectivist profiles in secondary school: an exploratory study of trait emotional intelligence and academic achievement

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL

European Journal of Psychology of Education Pub Date : 2024-07-10 DOI:10.1007/s10212-024-00879-6

Ana Costa, Luísa Faria

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Abstract

An individualist (I) or collectivist (C) cultural orientation affects individuals’ attitudes, behaviours and values. This study aimed to identify the first-year secondary-school students’ I–C profiles and explore their implications for students’ trait emotional intelligence (EI), emotions towards school and academic achievement (GPA) throughout the 3-year secondary-school cycle. A total of 222 secondary-school students (58.6% females; Mage = 15.4; SD = .63 in the 10th grade) were enrolled in a longitudinal study. The cluster analysis identified three distinct I–C profiles: high individualist-low collectivist students, low individualistic-midlevel collectivist students and high individualist–high collectivist students. The results revealed significant differences between the I–C profiles regarding students’ trait EI, emotions towards school and GPA throughout secondary school, in particular favouring the high individualist–high collectivist profile. These findings are discussed based on the practical implications for students’ outcomes in the current secondary school system.

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中学阶段的个人主义-集体主义特征：特质情商与学业成绩的探索性研究

个人主义（I）或集体主义（C）文化取向会影响个人的态度、行为和价值观。本研究旨在识别中学生一年级的 I-C 特征，并探讨它们对学生三年中学阶段的特质情商（EI）、对学校的情感和学业成绩（GPA）的影响。共有 222 名中学生（58.6% 为女性；Mage = 15.4；10 年级 SD = .63）参加了纵向研究。聚类分析确定了三种不同的 I-C 特征：高个人主义-低集体主义学生、低个人主义-中层集体主义学生和高个人主义-高集体主义学生。结果表明，I-C 三类学生在特质 EI、对学校的情感和整个中学阶段的 GPA 方面存在明显差异，尤其是高个人主义-高集体主义学生。本文基于这些研究结果对现行中学教育体制下学生学习成绩的实际影响进行了讨论。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.