The role of Emotional Intelligence in the decision to persist with academic studies in HE

Autor:	Pamela Qualter, Helen Dudiak, Andy M Morley, Helen Whiteley
Rok vydání:	2009
Předmět:	Higher education business.industry Emotional intelligence media_common.quotation_subject Academic achievement Predictor variables Education Developmental psychology Rating scale Intervention (counseling) Hogan Personality Psychology business Social psychology media_common
Zdroj:	Research in Post-Compulsory Education. 14:219-231
ISSN:	1747-5112 1359-6748
DOI:	10.1080/13596740903139255
Popis:	Failure to adapt to the demands of higher education (HE) is often cited as a cause of withdrawal from the course. Parker and others (Parker, J.D.A., L.J. Summerfeldt, M.J. Hogan, and S.A. Majeski. 2004. Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences 36: 163–72) considered the role of individual differences in Emotional Intelligence (EI) and demonstrated a link between EI, withdrawal/retention and measures of academic achievement. In this study we ask whether EI mediates withdrawal in a UK HE institution and whether an EI‐based intervention might improve retention rates. Study 1 considers the effects of EI upon retention, revealing that students with higher levels of EI are more likely to progress to Year 2 of study. Study 2 evaluates an EI‐based intervention programme, demonstrating that students who show an increase in EI are more likely to persist with their studies. These findings are discussed in the light of...
Databáze:	OpenAIRE
Externí odkaz:	https://explore.openaire.eu/search/publication?articleId=doi_________::a1d7c83505eff3c70e6188f7fd90690c https://doi.org/10.1080/13596740903139255 Zobrazit plný text záznamu