Page 113 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 113
developing students’ emotional intelligence (ei) to help prevent esl
1995; Haapasalo & Tremblay, 1994; Kochenderfer & Ladd, 1996). Studies re-
veal that students with higher emotional intelligence (EI) show higher so-
cial competencies, have better grades at school and display higher school
engagement (e.g. Marquez, Martin, & Brackett, 2006). In different studies
these factors negatively correlate with early school leaving (ESL) and seem
to work as preventive factors for ESL (Qualter, Gardner, Pope, Hutchinson,
& Whiteley, 2012).
In this article, we present different findings in support of the im-
portance of the relationship between students’ EI and their academ-
ic results, which likely prevents ESL. Moreover, we describe a method for
helping a child/student develop their EI which can be used by teachers,
parents and other school professionals working with children in everyday
communication.
Methodology
The article is based on a review of the literature by searching in the
PsycARTICLES, PsycINFO, ERIC, Proquest, Science Direct and Google
scholar search databases. Key words used in the literature search were
child’s emotional intelligence, emotional development, students’ unpleas-
ant emotions, emotional support in schools, student-teacher relationship,
child’s emotional competencies, early school leaving, school drop-out etc.
For the purposes of the article, we mainly considered scientific papers and
online scientific books.
Models of emotional intelligence
Recently, different models of EI have been developed. Some focus on de-
tecting and grouping socio-emotional traits, others focus on emotional
abilities, while the third group of models conceptualises emotions as mul-
ti-componential processes and concentrate on presenting and explaining
these processes.
Some researchers define EI as an emotion-related cognitive ability in-
volving the ability to perceive, use, understand and regulate emotion (Mayer
& Salovey, 1997; Mayer, Salovey, & Caruso, 2004). These EI models are ad-
dressed as ability EI models. Others define EI as a constellation of emo-
tion-related self-perceptions at the lower levels of personality hierarchies
(Petrides, Furnham, & Mavroveli, 2007; Petrides, Pita, & Kokkinaki, 2007).
These EI models are named trait EI models. For example, the theoretical
113
1995; Haapasalo & Tremblay, 1994; Kochenderfer & Ladd, 1996). Studies re-
veal that students with higher emotional intelligence (EI) show higher so-
cial competencies, have better grades at school and display higher school
engagement (e.g. Marquez, Martin, & Brackett, 2006). In different studies
these factors negatively correlate with early school leaving (ESL) and seem
to work as preventive factors for ESL (Qualter, Gardner, Pope, Hutchinson,
& Whiteley, 2012).
In this article, we present different findings in support of the im-
portance of the relationship between students’ EI and their academ-
ic results, which likely prevents ESL. Moreover, we describe a method for
helping a child/student develop their EI which can be used by teachers,
parents and other school professionals working with children in everyday
communication.
Methodology
The article is based on a review of the literature by searching in the
PsycARTICLES, PsycINFO, ERIC, Proquest, Science Direct and Google
scholar search databases. Key words used in the literature search were
child’s emotional intelligence, emotional development, students’ unpleas-
ant emotions, emotional support in schools, student-teacher relationship,
child’s emotional competencies, early school leaving, school drop-out etc.
For the purposes of the article, we mainly considered scientific papers and
online scientific books.
Models of emotional intelligence
Recently, different models of EI have been developed. Some focus on de-
tecting and grouping socio-emotional traits, others focus on emotional
abilities, while the third group of models conceptualises emotions as mul-
ti-componential processes and concentrate on presenting and explaining
these processes.
Some researchers define EI as an emotion-related cognitive ability in-
volving the ability to perceive, use, understand and regulate emotion (Mayer
& Salovey, 1997; Mayer, Salovey, & Caruso, 2004). These EI models are ad-
dressed as ability EI models. Others define EI as a constellation of emo-
tion-related self-perceptions at the lower levels of personality hierarchies
(Petrides, Furnham, & Mavroveli, 2007; Petrides, Pita, & Kokkinaki, 2007).
These EI models are named trait EI models. For example, the theoretical
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