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The research question in this study was whether trait emotional intelligence (i.e. emotional competence) is more important when predicting academic success than the Dark triad is to interfere in a negative way.The study was conducted on 111 participants, Croatian undergraduate and graduate students attending various faculties at the University of Zagreb. Participation was voluntary and anonymous. Data was obtained online, using Goggle Forms which was administered in various students' online groups. Administered Google Form contained a general introduction and explanation regarding the research, demographic questions (gender and age), questions about which faculty the student is attending and whether he/she is undergraduate or graduate and questions about academic success. The questions about academic success were as follows: average grade (accomplished), average grade (wish to have), average grade (seen as deserved), as well as time and effort spent on curriculum activities. After followed two standardized psychological instruments. The first was the Emotional Skills and Competence Questionnaire (Taksic, 2002) and the second one was the Short Dark Triad Questionnaire (Jones and Paulhus, 2014). Using multivariate regression analysis, two predicting models were tested for different dependent variables regarding academic success. Only average grade (accomplished), average grade (wish to have) and average grade (seen as deserved) turned out to be significantly correlated with the Dark triad traits and Emotional competence (the ability to perceive and understand emotions, the ability to express and label emotions, the ability to manage and regulate emotions and overall emotional competence). All three mentioned relevant dependent variables of academic success were tested separately in a model having Machiavellianism, Narcissism, and Psychopathy as predictors, as well as in model having overall emotional competence and mentioned emotional competence subscales as predictors. Regarding dependent variable average grade (accomplished), the emotional competence model explained a greater proportion of variance than the Dark triad model and overall emotional competence was the only single significant predictor for average grade (accomplished) in both models. For the remaining two dependent variables i.e. average grade (wish to have) and average grade (seen as deserved), the emotional competence model explained a greater proportion of variance but failed to reach significance at a single predictor level within the model. On the other hand, having explained less variance, the Dark triad model showed the significance of single predictors within the model: for the dependent variable average grade (wish to have), Machiavellianism and Narcissism, and for dependent variable average grade (seen as deserved) only Narcissism. Given the results, we are prone to stipulate that emotional competence is far more important for positive academic outcomes than the Dark triad can interfere. |
