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

Ana Costa; Luísa Faria

doi:10.1007/s10212-024-00879-6

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

Ana Costa^*
, Luísa Faria

^*Autor correspondente para este trabalho

Resultado de pesquisa › revisão de pares

5 Citações (Scopus)

10 Transferências (Pure)

Resumo

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.

Idioma original	English
Páginas (de-até)	2783-2803
Número de páginas	21
Revista	European Journal of Psychology of Education
Volume	39
Número de emissão	3
DOIs	https://doi.org/10.1007/s10212-024-00879-6
Estado da publicação	Publicado - set. 2024

Acesso ao documento

10.1007/s10212-024-00879-6Licença:

102615067Final published version, 935 KBLicença:

http://hdl.handle.net/10400.14/45809Licença:

Outros arquivos e links

Link to publication in Scopus

CEFH: Centro de Estudos Filosóficos e Humanísticos
Soares da Silva, A. (PI), Nobre, B. (Investigador), Melo, A. M. M. (Investigador), Dias, P. C. (Investigador), Balsas, Á. (Professor Auxiliar), Pereira, A. (Investigador), Lind, A. (Investigador), Azevedo, Â. (Investigador), Leite, Â. (Investigador), Pinto, A. P. (Investigador), Henriques, M. (Investigador), Gonçalves, A. (Investigador), Maia, B. R. (Investigador), Cardoso, C. P. (Investigador), Estevão, C. (Investigador), Morais, C. B. (Investigador), Morujão, C. (Investigador), Macedo, C. D. C. M. (Investigador), Costa, E. C. V. (Investigador), Morgado, E. (Investigador), Raguso, F. (Investigador), Oliveira, F. (Investigador), Bolinhas, I. (Investigador), Oliveira, Í. M. (Investigador), Silva, J. A. O. C. D. (Investigador), Pinto, J. C. O. (Investigador), Braga, J. P. (Investigador), Martins, J. C. D. O. (Investigador), Lopes, J. M. M. (Investigador), Lóia, L. (Investigador), Gil, M. M. (Investigador), Cunha, M. A. D. (Investigador), Pimentel, M. C. (Investigador), Pulido, M. (Investigador), Lopes, M. J. F. (Investigador), Magalhães, L. (Investigador), Gonçalves, M. (Investigador), Peixoto, R. (Investigador), Novais, R. A. (Investigador), Dimas, S. (Investigador), Afonso, S. (Investigador), Relvas, S. R. (Investigador), Filho, A. L. S. (Estudante), Antunes, A. (Estudante), Galvão, A. I. (Estudante), Lemos, C. F. D. L. R. (Estudante), Tages, E. (Estudante), Lima, J. B. C. (Estudante), Vale, M. J. P. M. M. D. (Estudante), Moura, M. (Estudante), Oliveira, P. (Estudante), Batista, R. B. (Estudante), Cunha, R. (Estudante), Costa, S. (Estudante), Fernandes, S. (Estudante), Souza, T. P. D. (Estudante), Mevis, A. (Estudante), Abrantes, A. M. (Investigador), Salazar, A. M. P. L. (Investigador), Pessôa, C. (Investigador), Duque, J. M. (Investigador), Rodrigues, A. (Investigador), Esteves, A. (Investigador), Silva, C. V. D. (Investigador), Marques, E. (Investigador), Andrade, J. G. (Investigador), Expósito, N. (Investigador), McDade, P. (Investigador), Petrella, S. (Investigador), Gouveia, S. S. (Investigador), Gama, J. (Professor Jubilado/reformado), Castillo, J. A. G. D. (Investigador), Brito, J. H. S. D. (Professor Jubilado/reformado), Pinto, J. R. C. (Professor Jubilado/reformado), Júnior, M. G. S. (Professor Jubilado/reformado), Lobo, F. (Investigador), Garcia, M. R. D. S. (Professor Jubilado/reformado), Mota, S. M. (Investigador), Mineiro, A. (Investigador), López-Sánchez, C. (Estudante), Costa, C. S. (Estudante), Mamas, C. (Investigador), Rodrigues, C. D. J. M. (Estudante), Coutinho, E. R. M. (Estudante), Albuquerque, E. (Estudante), Brunetto, G. M. (Estudante), Mello, H. (Estudante), Júnior, H. D. A. (Investigador), Bazmandegan, M. (Estudante), Brandão, M. C. (Estudante), Forjaz, M. J. B. P. (Estudante), Abraçado, J. (Estudante), Oliveira, M. R. D. (Estudante), Rúbio, M. G. (Estudante), Akoni-Mensah, M. (Estudante), Rocha, R. B. D. (Estudante), Tralhão, C. (Investigador), Costa, A. (Investigador) & Silva, S. (PI)
1/01/20 → 31/12/25
Projeto

Citação

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

abstract = "An individualist (I) or collectivist (C) cultural orientation affects individuals{\textquoteright} attitudes, behaviours and values. This study aimed to identify the first-year secondary-school students{\textquoteright} I–C profiles and explore their implications for students{\textquoteright} 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{\textquoteright} 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{\textquoteright} outcomes in the current secondary school system.",

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author = "Ana Costa and Lu{\'i}sa Faria",

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doi = "10.1007/s10212-024-00879-6",

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T2 - an exploratory study of trait emotional intelligence and academic achievement

AU - Costa, Ana

AU - Faria, Luísa

N1 - Publisher Copyright: © The Author(s) 2024.

PY - 2024/9

Y1 - 2024/9

N2 - 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.

AB - 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.

KW - Academic achievement

KW - Collectivism

KW - Emotions towards school

KW - Individualism

KW - Trait emotional intelligence

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ER -

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

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Projetos

CEFH: Centro de Estudos Filosóficos e Humanísticos

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