Page 115 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 115
developing students’ emotional intelligence (ei) to help prevent esl
high school students (Parker, Summerfeldt, Hogan, & Majeski, 2004).
However, in some studies, once general intelligence and personality were
controlled, the correlation between EI and school grades did not remain
statistically significant (Barchard, 2003; Brackett & Mayer, 2003; Lam &
Kirby, 2002). In their research, Marquez, Martin and Brackett (2006) con-
cluded that in a sample of high school students EI was related to six out of
nine variables of social competence and final school grades. The most ro-
bust connections were between EI and self-confidence, prosocial behav-
iour, and academic grades. All of these associations remained significant
when general intelligence and personality were controlled.
Some authors (e.g. Berrocal & Aranda, 2008) stress that nowadays
it is necessary to educate the emotional intelligence of children. This
idea of emotional education is also theoretically supported and under-
going constant revision and updates (e.g. Goleman, 1995; Mayer, Caruso,
Perkins, & Salovey, 2001; Gardner, 1993; Cherniss, 2000; Hedlund &
Sternberg, 2000, among many others). Experts in this field agree cer-
tain emotional competencies can be learnt, and that there is a need to
integrate them within the early and continuous learning of students in
schools (e.g. Caruso, Mayer, & Salovey, 2002; Petrides, Frederickson, &
Furnham, 2004; Saarni, 2000).
By promoting social and emotional learning programmes in schools,
educators try to minimise emotional and behavioural problems that in-
terfere with the learning process and the development of positive peer re-
lationships (Aber, Brown, & Henrich, 1999). Research shows that, without
intervention, students who experience difficulties in regulating their emo-
tional experiences early in their schooling continue to experience academic,
emotional and behavioural difficulties later on in life (Huffman, Mehlinger,
& Kerivan, 2000). Moreover, researchers have found that early emotion-
al and behavioural problems lead to school failure, dropout, depression,
low self-esteem, involvement in a delinquent lifestyle during adolescence,
peer and teacher rejection, and vocational problems (Kamps & Tankersley,
1996). EI has an important impact on academic success, even after personal-
ity and academic intelligence are statistically controlled (Marquez, Martin,
& Brackett, 2006; Lyons & Schneider, 2005). Trait EI is also an important
factor in the academic achievement of university and high school students
(e.g., Austin, Evans, Goldwater, & Potter, 2005; Downey, Mountstephen,
Lloyd, Hansen, & Stough, 2008; Parker, Summerfeldt, Hogan, & Majeski,
2004). In addition, it is an important predictor when academic success is
115
high school students (Parker, Summerfeldt, Hogan, & Majeski, 2004).
However, in some studies, once general intelligence and personality were
controlled, the correlation between EI and school grades did not remain
statistically significant (Barchard, 2003; Brackett & Mayer, 2003; Lam &
Kirby, 2002). In their research, Marquez, Martin and Brackett (2006) con-
cluded that in a sample of high school students EI was related to six out of
nine variables of social competence and final school grades. The most ro-
bust connections were between EI and self-confidence, prosocial behav-
iour, and academic grades. All of these associations remained significant
when general intelligence and personality were controlled.
Some authors (e.g. Berrocal & Aranda, 2008) stress that nowadays
it is necessary to educate the emotional intelligence of children. This
idea of emotional education is also theoretically supported and under-
going constant revision and updates (e.g. Goleman, 1995; Mayer, Caruso,
Perkins, & Salovey, 2001; Gardner, 1993; Cherniss, 2000; Hedlund &
Sternberg, 2000, among many others). Experts in this field agree cer-
tain emotional competencies can be learnt, and that there is a need to
integrate them within the early and continuous learning of students in
schools (e.g. Caruso, Mayer, & Salovey, 2002; Petrides, Frederickson, &
Furnham, 2004; Saarni, 2000).
By promoting social and emotional learning programmes in schools,
educators try to minimise emotional and behavioural problems that in-
terfere with the learning process and the development of positive peer re-
lationships (Aber, Brown, & Henrich, 1999). Research shows that, without
intervention, students who experience difficulties in regulating their emo-
tional experiences early in their schooling continue to experience academic,
emotional and behavioural difficulties later on in life (Huffman, Mehlinger,
& Kerivan, 2000). Moreover, researchers have found that early emotion-
al and behavioural problems lead to school failure, dropout, depression,
low self-esteem, involvement in a delinquent lifestyle during adolescence,
peer and teacher rejection, and vocational problems (Kamps & Tankersley,
1996). EI has an important impact on academic success, even after personal-
ity and academic intelligence are statistically controlled (Marquez, Martin,
& Brackett, 2006; Lyons & Schneider, 2005). Trait EI is also an important
factor in the academic achievement of university and high school students
(e.g., Austin, Evans, Goldwater, & Potter, 2005; Downey, Mountstephen,
Lloyd, Hansen, & Stough, 2008; Parker, Summerfeldt, Hogan, & Majeski,
2004). In addition, it is an important predictor when academic success is
115
