Trait emotional intelligence influences on academic achievement and school behaviour

Background. Trait emotional intelligence (trait El or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait El sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. Aims. This study investigates the associations between trait El and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait El scores differentiate between children with and without special educational needs (SEN). Sample. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M-(age) = 9.12 years, SD = 1.27 years) attending three English state primary schools. Method. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. Results. As predicted by trait El theory, associations between trait El and academic achievement were modest and limited to Year 3 children. Higher trait El scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait El compared to students without SEN. Conclusions. Trait El holds important and multifaceted implications for the socialization of primary schoolchildren.