emotional intelligence and academic performance

for self motivation successful students

self motivation and self control

A return to "traditional education" - which focuses on math, English and frequent tests - is the unchanging promises of politicians who promise to improve the academic standards.

But perhaps the academic level, rather than by strengthening the social and emotional well-being of children? New research by a team from Cambridge Assessment, UK, suggests that it is possible.

The study investigated whether emotional intelligence to have to do the academic performance in secondary schools. Emotional intelligence is to motivate in terms of well-being and the ability to define and impulse control, despite difficulties. It also includes the ability to handle stress, empathy and getting along with others.

The research team, led by Carmen Vidal Rodeiro studied, 874 children aged 15-16 from 24 public and private schools. It measures the emotional intelligence of students through a 30-minute questionnaire that students completed. Academic performance is measured by GCSE results of the review by external standard under the age of 16 in Great Britain.

"Successful" Students from 20 percent in the GCSE qualification - on average higher values ​​than the "moderates" and "less" successful students - 20 percent - of emotional intelligence. In addition, the difference varies between high school and less successful for different elements of emotional intelligence.

The largest differences were for self-motivation and self-control, with small differences in the "emotion perception": the ability to recognize emotions and to express their feelings, others - and skills in relationships.

The authors suggest that the trend is clear: "The ability to develop relationships with other people or to recognize emotions and feelings to others, but it might be worthwhile to have personal relationships seem unrelated to performance in school the same level of control over their feelings and emotional states (emotional regulation, or low impulsivity) or have a strong sense of accomplishment (self-motivation). "

This model was reinforced in the more complex statistical analysis to assess the relationship between emotional intelligence and academic achievement. In these analyzes, the researchers examined the general academic skills of students with test results obtained years earlier.

The results showed that emotional intelligence in general and most of its components, had a significant and positive relationship to academic success in the GCSE, when was the total capacity controlled. Here too, the authors conclude, the relationship was stronger for self-motivation and self-control and the lowest of the factors associated with sociability: "It seems he was determined and persistent, have control impulses and desires in order to push more readers, and be in a position to the external loads and stress helps to regulate the students to achieve more. [But] that is in social interaction, good listening skills are well and clearly and communicate confidently with others no effect on student performance in the school in general. "

Can be explained in spite of differences in the level of emotional intelligence, are not huge, are real. For example, a student at the average performance based on previous tests, with a total score of emotional intelligence to six more than half a degree in general, a student score with a score of emotional intelligence of the three.

There is also some evidence of emotional intelligence is important for the performance in some areas - theater, for example - others, such as physics and mathematics.

The authors are careful to note the limitations of the study. The students volunteered to participate in the study, making it possible for students means more able or confident to complete the questionnaire and the design that we can not conclude that the improvement of emotional intelligence actually make the school better.

But if by chance the link causal, then the consequences are far-reaching, the authors academic performance could be improved more effective strategies to progress, however small, on certain aspects of intelligence, it is emotional, perhaps more by the development. effective to focus exclusively on teaching and curriculum initiatives. "

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