Scholastic Success: Fluid Intelligence, Personality, and Emotional Intelligence. (March 2014)

• Record Type: Journal Article
• Authors: Downey, Luke A.; Lomas, Justine; Billings, Clare; Hansen, Karen; Stough, Con
• Is Part Of: Canadian journal of school psychology. Volume 29:Number 1(2014:Mar.)
• Page Start: 40
• Page End: 53
• Publication Date: 2014-03
• Subjects: emotional intelligence -- IQ -- personality -- scholastic success; Educational psychology -- Periodicals; Psychology -- Canada -- Periodicals; 370.15
• DOI: 10.1177/0829573513505411
• Languages: English
• ISSNs: 0829-5735

Abstract

The aim of the current study was to examine the role of fluid intelligence, personality traits, and emotional intelligence (EI) in predicting female Year 9 students' grade point average (GPA) and to determine whether any differences in scholastic performance were related to differences in EI or Personality. Two-hundred and forty-three female secondary students who were enrolled in Year 9 (age: M = 14.63 years, SD = 0.49) completed the Adolescent Swinburne University EI Test, Raven's Standard Progressive Matrices, and the Mini International Personality Item Pool (Mini-IPIP) and a GPA was calculated from the core subjects. The results revealed that higher GPAs were related to higher levels of Emotional Management and Control (EMC), Conscientiousness, and lower levels of Extraversion. The stepwise regression analysis revealed that variation in GPA was accounted for by IQ (21.8%), Conscientiousness, Extraversion, and EMC. It was concluded that the consistent predictive efficacy of EI skills in relation to scholastic outcomes, although modest in comparison to IQ, should be considered important, especially in the context of students achieving grades appropriate to their intellect across their schooling experience.