ABSTRACT

Emotional intelligence has been considered an important construct by schools and universities because of its theoretical importance and practical implications. Considerable resources and time have been spent by the educational institutions to develop the emotional skills of their students. The present meta-analysis aimed at studying the relationship of emotional intelligence, including its three theoretical models, with academic performance while accounting for age and gender as moderators. “Robumeta” package was used for the meta-analysis of multilevel random effects with robust variance estimation (RVE) in R version 4.0.3. Effect sizes were calculated and meta-regression analysis with RVE was used to assess the relationship with the moderator variables. A positive and significant overall relationship was found between emotional intelligence and academic performance (ρ = 0.19). The moderating effect of emotional intelligence with gender streams on emotional intelligence and academic performance’s relationship was examined through meta-regression with robust variance estimation and sub-group analyses. Whereas the relationship between emotional intelligence and academic performance was not found to be moderated by age, it was found to be partially mediated by gender.

摘要

由于其理论重要性和实际意义，情商已被学校和大学视为一个重要的概念。教育机构花费了大量资源和时间来培养学生的情感技能。本荟萃分析旨在研究情绪智力（包括其三个理论模型）与学业成绩的关系，同时将年龄和性别作为调节因素。“Robumeta”包用于 R 版本 4.0.3 中具有鲁棒方差估计 (RVE) 的多级随机效应的元分析。计算效应大小，并使用 RVE 的元回归分析来评估与调节变量的关系。在情商和学习成绩之间发现了积极且显着的整体关系（ρ = 0.19）。通过具有稳健方差估计和亚组分析的元回归检查了情绪智力与性别流对情绪智力和学业成绩关系的调节作用。虽然情商和学业成绩之间的关系并未受到年龄的调节，但它被发现部分受性别调节。