Emotional intelligence predicts academic performance: A meta-analysis.

2019/12/12 by Carolyn MacCann, Yixin Jiang, Luke E. R. Brown +3 · 874 citations
Medicine · Psychology · #Applied psychology #Cognitive psychology #Education, Achievement, and Giftedness #Emotional Intelligence and Performance #Emotional intelligence #Learning Styles and Cognitive Differences #Medicine #Meta-analysis #Psychology #Social psychology

paper · open access · doi:10.1037/bul0000219

published in Psychological Bulletin 146(2), 150-186 (American Psychological Association)

openalex publication_date 2019/12/12 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/06

Abstract

= 90). Ability, self-rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance, respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6%, respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Citations

• The role of positive emotions in positive psychology: The broaden-and-build theory of positive emotions.
• THE BIG FIVE PERSONALITY DIMENSIONS AND JOB PERFORMANCE: A META‐ANALYSIS
• Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research
• The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions
• The relationship of student characteristics and student performance in science as viewed by meta‐analysis research
• The location of trait emotional intelligence in personality factor space
• Incremental Validity of Emotional Intelligence Ability in Predicting Academic Achievement
• Leaving Boys Behind

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