Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University*
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1 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University* James D. A. Parker Trent University Jon M. Duffy Multi-Health Systems, Inc. Laura M. Wood Trent University Barbara J. Bond Sir Sandford Fleming College Marjorie J. Hogan University of Toronto Abstract. This study examined the impact of emotional intelligence (EI) on the successful transition from high school to university. The short form of the Emotional Quotient Inventory (EQ-i) was completed by 1,426 first-year students attending four different universities within the first week of classes (September). At the end of the academic year (May), the students cumulative GPA for *This study was supported by research grants to the first author from the Social Sciences and Humanities Research Council of Canada (SSHRC) and the Ontario Government s Premier s Research Excellence Award program, as well as an Ontario Graduate Scholarship (OGS) to the third author. The authors would like to thank Jennifer Eastabrook, Cheryl Foster, Sarah Majeski, and Amber Oke for their help. The authors would also like to thank the following BHS staff members for their assistance: Frances Clendenen, Margy McCroskey and Nickole Petry. 1
2 Academic Achievement and Emotional Intelligence the year was used to identify two groups of students: academically successful (i.e., GPA of 3.0 or better; n = 590) and academically unsuccessful (i.e., GPA of less than 2.0; n = 289) students. Results revealed that academically successful students had significantly higher levels of several different emotional and social competencies. These findings suggest that emotional intelligence plays an important role in the successful transition from high school to university. A common pattern throughout Canada and the United States is that the majority of high school students who enroll in a specific post-secondary institution may withdraw before graduating from the institution (Gerdes & Mallinckrodt, 1994). Since the greatest proportion of these students drop out in the first year (Geraghty, 1996), it is critically important to understand the factors that influence the successful transition from high school to university. The range of variables that appear to influence the transition is quite extensive. Students often drop out because of problems in the following tasks: (a) forming new relationships, (b) modifying existing relationships, (c) learning new study habits, (d) adjusting to increased academic demands, and, (e) learning to live with increased independence (Pancer, Hunsberger, Pratt, & Alisat, 2000; Parker, Summerfeldt, Hogan, & Majeski, 2004). A growing body of evidence suggests that mastering most of these tasks is linked with a broad range of emotional and social competencies. In a recent study examining the transition from high school to university, Parker et al. (2004) found that various emotional and social competencies were strong predictors of academic success. During the first month of classes (September) a sample of 372 first-year undergraduate students attending a small Ontario university completed the short form of the Emotional Quotient Inventory (EQ-i:Short; Bar-On, 2002). At the end of the academic year (May), the emotional intelligence (EI) data were matched with students academic records. Two groups were identified: one group consisted of academically successful first-year students (i.e., students who achieved a first-year grade of 80% or better) and the other group consisted of academically unsuccessful first-year students (i.e., students who achieved a first-year grade of 59% or lower). Although only a weak correlation was found 2
3 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. between total EI and first-year grade, significant differences were revealed between the two distinct academic groups. Consistent with expectations, the successful group scored significantly higher than the unsuccessful group on several dimensions of emotional intelligence: intrapersonal abilities, adaptability, and stress management (Parker et al., 2004). The Parker et al. (2004) study used a model of emotional intelligence developed by Bar-On (1997, 2000, 2002), consisting of four related social and emotional competencies that influence a person s capability to cope with environmental demands and pressures. The related dimensions consist of intrapersonal abilities (e.g., recognizing and understanding ones feelings), interpersonal abilities (e.g., empathy), adaptability skills (e.g., being able to adjust one s emotions and behaviors to changing situations and conditions), and stress management skills (e.g., resisting or delaying impulses). Recent studies using this model have found a link between academic success and emotional intelligence in both secondary and post-secondary students. Parker et al. (in press) examined the relationship between emotional intelligence and academic achievement among a group of 667 American high school students. Participants completed the youth form of the BarOn Emotional Quotient Inventory (EQ-i:YV; Bar-On & Parker, 2000) during the school year. EQ-i:YV scores were matched with grade point averages (GPA) at the end of the school year. Based on GPA, students were placed into one of three groups: successful, middle, and less successful. The three academic groups were compared on the emotional intelligence dimensions assessed by the EQ-i: YV. The results revealed that the academic groups differed, with the successful group scoring significantly higher than the other two groups on the interpersonal abilities, adaptability, and stress management dimensions. A related study (Petrides, Frederickson, & Furnham, 2004), using British high school students and a different measure of emotional intelligence, found that pupils with high EI scores did better in school and had fewer deviant school behaviors (e.g., unauthorized absences) than students with low EI scores. The present study sought to extend the work of Parker et al. 3
4 Academic Achievement and Emotional Intelligence (2004; in press) by examining the relationship between emotional intelligence and academic achievement in a broader range of post-secondary students. To this end, the relationship between academic achievement and emotional and social competencies was examined in several different groups of first-year students attending several universities. Participants Method The sample consisted of 1,426 students (501 men, 916 women, and 9 who did not indicate gender) attending four American universities (N = 383, 292, 88, and 663) located in Mississippi, North Carolina, and West Virginia. The proportion of men and women in the sample (35% vs. 65%) is representative of first-year students attending the four institutions. All of the students were in their first year of post-secondary study and were 21 years old or younger (within 2 years of completing their high school degree). The mean age of the participants was years (SD = 0.55). Seventy-one percent of the participants identified themselves as White, 25% as African American, 1% as Asian, 1% as Hispanic, 1% as Other; and 1% did not indicate their ethnicity. Measures Participants completed the short form of the BarOn Emotional Quotient Inventory (EQ-i:Short; Bar-On, 2002), a self-report measure designed to assess the core features of emotional intelligence using a five-point Likert scale for each item (ranging from 1 being very seldom true of me to 5 being very often true of me ). The EQ-i:Short consists of 51 items that assess four broad dimensions: (a) intrapersonal (10 items), (b) interpersonal (10 items), (c) adaptability (7 items), and (d) stress management (10 items). The sum of the four dimensions provides a total emotional intelligence score. A high score on any of these scales reflects a higher level of social and emotional competency in that area (Bar-On, 2002). The EQ-i:Short also has an eight-item 4
5 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. general mood scale and a six-item positive impression validity scale. The EQ-i:Short has been demonstrated to be a valid and reliable instrument (Bar-On, 2002). Procedures Students were recruited as volunteers to participate in the present study during the first week of classes at their respective universities. Students completed the EQ-i:Short in small groups. As an incentive for participation, students were given an opportunity to attend a workshop at the particular university on emotional intelligence and told that they would be given a feedback report about their individual scores on the EQ-i:Short. Students who completed the instrument also gave informed consent for the researchers to track their academic progress for the year. In June, after final marks for the academic year were processed, EQ-i:Short scores were matched with students academic records (cumulative GPA for the year). Students GPA was used to identify two groups of students. Those students with a GPA of 3.0 or better were identified as the successful academic group and those students with a GPA of less than 2.0 or who withdrew from the institution before the end of the term 1 were identified as the unsuccessful academic group. There were 590 students (168 men and 418 women) in the successful group (41.4% of the sample) and 289 students (122 men and 165 women) in the unsuccessful group (20.3% of the sample). The two groups did not differ in age at the time of completing the EQ-i:Short. Total Sample Results Table 1 presents correlations among EQ-i:Short variables (i.e., intrapersonal, interpersonal, adaptability, stress management, and total EI) and first-year university GPA for the total sample, as well as separately for men and women. The correlations between GPA and EQ-i:Short variables were relatively low 5
6 Academic Achievement and Emotional Intelligence Table 1 Correlations Among EQ-i:Short Scales and First-Year GPA Variables Intrapersonal - Total Sample (N = 1,426) 2. Interpersonal 0.38* - 3. Adaptability 0.33* 0.41* - 4. Stress management 0.39* 0.39* 0.40* - 5. Total EI 0.71* 0.72* 0.74* 0.75* - 6. First-year GPA * 0.11* 0.15* 0.15* 1. Intrapersonal - Men (n = 501) 2. Interpersonal 0.45* - 3. Adaptability 0.31* 0.43* - 4. Stress management 0.41* 0.37* 0.33* - 5. Total EI 0.73* 0.75* 0.73* 0.73* - 6. First-year GPA 0.09* 0.18* 0.19* 0.18* 0.22* 1. Intrapersonal - Women (n = 916) 2. Interpersonal 0.33* - 3. Adaptability 0.33* 0.39* - 4. Stress management 0.38* 0.39* 0.43* - 5. Total EI 0.71* 0.69* 0.75* 0.76* - 6. First-year GPA * * 0.09* *p <.05 6
7 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. Table 2 Means and Standard Deviations (SD) on the EQ-i:Short Scales for Successful and Unsuccessful Students (by gender). Scales Men Women Total Men Women Total (n = 122) (n = 165) (n = 289) (n = 168) (n = 418) (n = 590) M SD M SD M SD M SD M SD M SD Intrapersonal Interpersonal 3.81 a c f Adaptability 3.47 b d f Stress Management 3.46 b c f Total EI 3.62 b c f a unsuccessful men < successful men, p <.01 b unsuccessful men < successful men, p <.001 c unsuccessful women < successful women, p <.001 d unsuccessful women < successful women, p <.05 e unsuccessful women < successful women, p <.01 f unsuccessful < successful, p <.001 7
8 Academic Achievement and Emotional Intelligence or non-significant, with slightly higher correlations among men than women. With GPA and total EI, for example, r was.22 for men and.09 for women. Successful Versus Unsuccessful Students A gender (male vs. female) by academic group (successful vs. unsuccessful) by type of emotional and social competency (i.e., intrapersonal, interpersonal, adaptability, and stress management) repeated measures ANOVA was conducted with level of ability as the dependent variable. 2 The ANOVA used mean-item scores rather than scale scores from the EQ-i:Short because of the unequal number of items across the four scales. Table 2 presents the means and standard deviations for the EQ-i:Short scales by academic group and gender. The main effect for gender was significant, with women scoring higher than males on overall level of emotional intelligence [F(1, 869) = 13.24, p <.001, eta 2 =.037]. The main effect for academic group was also significant, with the successful group scoring higher than the unsuccessful group on overall level of emotional intelligence [F(1, 869) = 26.30, p <.001, eta 2 =.079]. The main effect for type of emotional and social competencies was also significant [F(3, 2607) = , p <.001, eta 2 =.218]. Multiple comparisons (Student-Newman-Keuls procedure) found that, in general, students scored significantly higher on interpersonal abilities compared to the other abilities assessed by the EQ-i:Short. Students also scored significantly higher on intrapersonal abilities than on adaptability and stress management abilities; they were also higher on adaptability than stress management abilities. The interaction between gender and type of competency was significant [F(3, 2607) = 8.58, p <.001, eta 2 =.023]. To understand the main effect for gender and the interaction between gender and type of competency, separate univariate F-tests were conducted comparing men and women. Women scored significantly higher than men on the interpersonal [F(1, 1415) = 91.98, p <.001, eta 2 =.112] and stress management [F(1, 1415) = 16.86, p <.001, eta 2 =.061] scales. The interaction between academic group and type of emotional and social competencies was also significant [F(3, 2607) = 8
9 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. 4.18, p <.01, eta 2 =.021]. To understand this interaction, as well as the main effect for academic group, separate univariate F-tests were conducted comparing successful and unsuccessful students on each of the four EQ-i:Short scales. The successful students scored significantly higher than the unsuccessful students on the interpersonal [F(1, 877) = 30.31, p <.001, eta 2 =.091], adaptability [F(1, 877) = 14.80, p <.001, eta 2 =.051], and stress management [F(1, 877) = 25.53, p <.001, eta 2 =.087] scales. All other interactions were not significant. Discussion Overall, the results of the present study were very consistent with those reported by Parker et al. (2004). When academic achievement (first-year GPA) was treated as a continuous variable the relationship between academic achievement and emotional intelligence variables was non-significant or quite weak. This finding is consistent with past research (e.g., Newsome, Day, & Catano, 2000) that found little relationship between academic success and emotional intelligence among post-secondary students when both variables were treated as continuous variables. When EQ-i:Short scores of academically successful and academically unsuccessful students were compared, however, a higher association was found between academic achievement and several dimensions of emotional intelligence. In particular, academically successful students had higher levels of interpersonal, adaptability, and stress management abilities, as well as overall emotional intelligence. These results are consistent with findings among high school students from the United States (Parker et al., in press) and the United Kingdom (Petrides et al., 2004). With one discrepancy, these results are also similar to those reported by Parker et al. (2004). The two studies differed with regards to interpersonal and intrapersonal abilities. Parker et al. (2004) found a significant difference between the two academic groups on intrapersonal abilities but not on interpersonal abilities, while the present study found the opposite pattern of results. This discrepancy could be the result of some demographic factor unique to the small Ontario university used in the Parker et al. (2004) study. 9
10 Academic Achievement and Emotional Intelligence Results from the present study, in conjunction with past research (Parker et al., 2004; in press), suggest that emotional and social competencies are important factors in the successful transition from high school to university. In particular, these findings indicate that an important link exists between adaptability and stress management skills, as well as interpersonal abilities, and academic success. Adaptability involves being able to cope with environmental demands in a flexible and realistic manner; it involves being able to find appropriate ways to deal with everyday problems (Bar-On, 1997, 2000, 2002). Stress management skills involve being able to withstand stress by being calm and working well under pressure (Bar-On, 1997, 2000, 2002). Interpersonal abilities involve having good social skills and being able to interact effectively with other people (Bar-On, 1997, 2000, 2002). Considering the types of tasks students must master in order to make the successful transition from high school to university (e.g., forming new relationships, modifying existing relationships, learning new study habits, adjusting to increased academic demands, and learning to live with increased independence), it is not surprising that adaptability, stress management, and interpersonal skills are paramount for being academically successful. Whether these skills are as important in subsequent years of university is yet to be established. As suggested by Parker et al. (2004), future research needs to examine whether emotional intelligence is a significant predictor of academic achievement in later years of study. It is also unclear, at the present time, what impact the postsecondary environment has on subsequent levels of emotional and social competencies. Most universities and colleges have mission statements (either explicit or implicit) as well as transition and intervention programs that hope to promote many of the abilities associated with emotional intelligence. Notes 1 The mean score of the 65 students who withdrew from the various institutions before the end of the academic year did not differ from the 224 students who achieved a GPA of less than 2.0 on any of the EQ-i:Short scales. 10
11 Journal of The First-Year Experience, 2005, Vol. 17, No. 1, pp. 2 The sample sizes were large enough at three of the four institutions to conduct a separate gender by group by type of EI dimension ANOVA for students from these institutions. The pattern of results was virtually identical to those reported with the total sample. References Bar-On, R. (1997). BarOn Emotional Quotient Inventory: Technical manual. Toronto: Multi-Health Systems. Bar-On, R. (2000). Emotional and social intelligence: Insights from the Emotional Quotient Inventory (EQ-i). In R. Bar-On & J. D. A. Parker (Eds.), Handbook of emotional intelligence. San Francisco, CA: Jossey-Bass. Bar-On, R. (2002). BarOn Emotional Quotient Short form (EQ-i:Short): Technical manual. Toronto: Multi-Health Systems. Bar-On, R., & Parker, J. D. A. (2000). The BarOn EQ-i:YV: Technical manual. Toronto: Multi-Health Systems. Geraghty, M. (1996, July 19). More students quitting college before sophomore year, data show. The Chronicle of Higher Education, 42, pp. A Gerdes, H., & Mallinckrodt, B. (1994). Emotional, social, and academic adjustment of college students: A longitudinal study of retention. Journal of Counseling and Development, 72, Pancer, S. M., Hunsberger, B., Pratt, M. W., & Alisat, S. (2000). Cognitive complexity of expectations and adjustment to university in the first year. Journal of Adolescent Research, 15, Parker, J. D. A., Creque, R. E., Barnhart, D. L., Harris, J. I., Majeski, S. A., Wood, L. M., Bond, B. J., & Hogan, M. J. (in press). Academic achievement in high school: Does emotional intelligence matter? Personality and Individual Differences. Parker, J. D. A., Summerfeldt, L. J., Hogan, M. J., & Majeski, S. (2004). Emotional intelligence and academic success: Examining the transition from high school to university. Personality and Individual Differences, 36,
12 Academic Achievement and Emotional Intelligence Petrides, K. V., Frederickson, N., & Furnham, A. (2004). The role of trait emotional intelligence in academic performance and deviant behavior at school. Personality and Individual Differences, 36, Newsome, S., Day, A. L., & Cantan, V. M. (2000). Assessing the predictive validity of emotional intelligence. Personality and Individual Differences, 29, Reader May Respond: James D. A. Parker Department of Psychology Trent University Peterborough, Ontario, Canada, K9J 7B8 Telephone: (705) ext Fax: (705) address: 12
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