Academic Performance and Emotional Intelligence with Age and Gender as Moderators: A Meta-analysis.

IF 1.6 4区心理学 Q3 PSYCHOLOGY

Developmental Neuropsychology Pub Date : 2021-11-01 Epub Date: 2021-11-10 DOI:10.1080/87565641.2021.1999455

Fahad Somaa, Andleeb Asghar, Pousette Farouk Hamid

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引用次数: 3

Abstract

Emotional intelligence has been considered an important construct by schools and universities because of its theoretical importance and practical implications. Considerable resources and time have been spent by the educational institutions to develop the emotional skills of their students. The present meta-analysis aimed at studying the relationship of emotional intelligence, including its three theoretical models, with academic performance while accounting for age and gender as moderators. "Robumeta" package was used for the meta-analysis of multilevel random effects with robust variance estimation (RVE) in R version 4.0.3. Effect sizes were calculated and meta-regression analysis with RVE was used to assess the relationship with the moderator variables. A positive and significant overall relationship was found between emotional intelligence and academic performance (ρ = 0.19). The moderating effect of emotional intelligence with gender streams on emotional intelligence and academic performance's relationship was examined through meta-regression with robust variance estimation and sub-group analyses. Whereas the relationship between emotional intelligence and academic performance was not found to be moderated by age, it was found to be partially mediated by gender.

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年龄和性别对学业成绩和情绪智力的影响:meta分析。

由于情商的理论重要性和现实意义，它一直被学校和大学视为一个重要的建构。教育机构花费了大量的资源和时间来培养学生的情感技能。本荟萃分析旨在研究情绪智力(包括其三个理论模型)与学业成绩的关系，并考虑年龄和性别作为调节因素。采用“Robumeta”软件包在R 4.0.3版本中对具有稳健方差估计(robust variance estimation, RVE)的多水平随机效应进行meta分析。计算效应量，并使用RVE进行meta回归分析来评估与调节变量的关系。情绪智力与学业成绩呈显著正相关(ρ = 0.19)。采用多元回归、稳健方差估计和亚组分析的方法，探讨了情绪智力性别流对情绪智力与学业成绩关系的调节作用。虽然情绪智力和学习成绩之间的关系没有被发现受年龄的调节，但它被发现部分受性别的调节。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neuropsychology 医学-心理学

CiteScore

2.80

自引率

6.70%

发文量

审稿时长

>12 weeks

期刊介绍： Devoted to exploring relationships between brain and behavior across the life span, Developmental Neuropsychology publishes scholarly papers on the appearance and development of behavioral functions, such as language, perception, and social, motivational and cognitive processes as they relate to brain functions and structures. Appropriate subjects include studies of changes in cognitive function—brain structure relationships across a time period, early cognitive behaviors in normal and brain-damaged children, plasticity and recovery of function after early brain damage, the development of complex cognitive and motor skills, and specific and nonspecific disturbances, such as learning disabilities, mental retardation, schizophrenia, stuttering, and developmental aphasia. In the gerontologic areas, relevant subjects include neuropsychological analyses of normal age-related changes in brain and behavioral functions, such as sensory, motor, cognitive, and adaptive abilities; studies of age-related diseases of the nervous system; and recovery of function in later life. Empirical studies, research reviews, case reports, critical commentaries, and book reviews are featured in each issue. By publishing both basic and clinical studies of the developing and aging brain, the journal encourages additional scholarly work that advances understanding of the field of lifespan developmental neuropsychology.