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This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence EI and academic performance AP that included the three main theoretical models of EI.
We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3, articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19, participants, we found significant heterogeneity indices indicating a variety of results. In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures.
Some practical implications are discussed. In the educational field, academic performance AP is the construct that has been studied most. Teaching, learning, and all the cognitive factors related to AP have been widely examined Pellitteri and Smith, Recently, one of the most analyzed research lines concerns the influence of personality factors and personal skills on achievement of AP Poropat, ; MacCann et al. In the last 20 years, a large portion of research has been guided by a recent theoretical focus on emotional abilities, specifically emotional intelligence EI , which has been viewed as a key component of the factors that influence well-being as well as adaptive processes in specific contexts Zeidner et al.
Several reviews showed the relevance of EI as a personal resource associated with health outcomes Martins et al. These studies showed significant effects of EI in predicting AP after controlling the effects of intelligence and personality traits. In addition, EI has emerged as a strong predictor in secondary education. Academic success or performance by students in educational centers is a key goal in the development of all educational programs. AP has been commonly measured through continuous exams or evaluations, with a general consensus about the most important aspects to evaluate, such as skills, and declarative and procedural knowledge Ward et al.
