Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes

Ana Costa; Luísa Faria

doi:10.1177/00332941231183327

Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes

Psychol Rep. 2023 Jun 10:332941231183327. doi: 10.1177/00332941231183327. Online ahead of print.

Authors

Ana Costa¹, Luísa Faria¹

Affiliation

¹ Faculty of Psychology and Education Sciences, University of Porto/Portugal, Porto, Portugal.

PMID: 37300808
DOI: 10.1177/00332941231183327

Abstract

In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students' emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10^th-12^th grades), 222 students, ages 14-18 years old at the first round of data collection (M_age = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students' emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.

Keywords: Implicit theories of emotional intelligence; academic achievement; emotional intelligence; emotions towards school; secondary school.