Emotional intelligence and social and academic adaptation to school

José M. Mestre*, Rocío Guil, Paulo N. Lopes, Peter Salovey, Paloma Gil-Olarte

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

109 Citations (Scopus)

Abstract

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.
Original languageEnglish
Pages (from-to)112-117
Number of pages6
JournalPsicothema
Volume18
Issue numberSUPPL.1
Publication statusPublished - 2006
Externally publishedYes

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