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Does ability-based emotional intelligence contribute to school achievement of elementary school pupils?
Ana Babi ike
Department of Psychology, Faculty of Humanities and Social Sciences, University of Osijek Osijek, Croatia ababic@ffos.hr

Abstract - The study was designed to test the hypothesis about the contribution of different facets of ability-based emotional intelligence in explaining school achievement in elementary school children controlling for basic demographic features and certain aspects of personality. One hundred and thirty three pupils of 5th, 6th, 7th, and 8th primary school graders of both gender in Croatia completed three emotional intelligence tests, Empathy self-report questionnaire and Rosenberg self-esteem scale, and reported on their mathematics and foreign language grades as well. Emotional intelligence tests showed significant contribution to school achievement and explained 16.2% of additional criterion variance. The obtained results can be regarded as an evidence of criterion validity for the used EI measures and also as encouragement for further investigation of emotional intelligence in this age group. Keywords-emotional intelligence, early adolescence, school achievement

Emotional intelligence (EI) is one of the most popular constructs in the field of interpersonal differences research in recent twenty years. It refers to emotional information processing and represents a new way of conceptualizing connection between general abilities and emotions [1]. Two theoretical and research lines emerged in research of emotional intelligence. One of them define emotional intelligence as a mixture of different personality traits and abilities [2, 3]. It is characterized by self-report measures and called trait emotional intelligence (e.g. [4, 5]). According to the other perspective, emotional intelligence consists of different mental abilities and can be measured by performance-based measures (ability approach)(e.g. [6, 1]). The most popular ability model is Mayer and Salovey's [7] which represents a theoretical base of this paper. According to that model, emotional intelligence is composed of four classes of abilities, to perceive, use, understand and regulate emotions. Perceiving emotions refers to an ability to perceive emotions in oneself and others as well as in objects, art, stories, music, and other stimuli. Using emotions includes abilities to generate, use and feel emotion as necessary to communicate feelings or employ them in other cognitive processes. Understanding emotion is defined as an ability to understand emotional

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Vesna Buko
Department of Psychology, Faculty of Humanities and Social Sciences, University of Zagreb Zagreb, Croatia vbusko@ffzg.hr

information, to understand how emotions combine and progress through relationship transitions, and to appreciate such emotional meanings. Finally, managing emotions refers to openness to feelings, including capacity to modulate them in oneself and others so as to promote personal understanding and growth. Popularity of emotional intelligence among scientists and laymen came out of ungrounded claims about it's superiority over general mental ability in predicting life success [2]. Particularly large interest in this topic is found in business and education area, where a lot of research on this subject has been done to date (e.g. [8, 9, 10, 11, 12, 13, 14]). Albeit research findings did not confirm optimistic expectations on the relevance of emotional intelligence in explaining life criteria, rich empirical literature has been accumulated so far providing evidence on its convergent, discriminant and criterion validity (e. g. [15, 16, 17, 18, 19, 20, 21, 22]). Despite such an interest, however, there is a lack of empirical data dealing with school-age groups, especially on elementary school pupils. Academic success is one of the most frequently used criteria of adaptive functioning in children and young adults. Correlations between school success and general intelligence in elementary school go around 0.5 [23], and decrease in older age groups when different personality traits become more important [24]. Emotional intelligence is expected to be important in predicting school success since more emotional intelligent students could have number of advantages, like less negative emotions that distract them, better effectiveness in anxiety control, better focusing and better relationships [25, 12]. Empirical data partially confirm the contribution of EI in predicting school success criteria [14, 26, 27, 28, 29] and its contribution seems to be larger in secondary school than in student samples [30, 22, 25, 13]. These findings led us to a hypothesis that emotional intelligence might play even more significant role in explaining school achievement in preadolescents. This assumption seems plausible bearing in mind that early adolescence is a period of intensive development accompanied by heightened emotional sensitivity. Nevertheless, research on ability-based conceptions of emotional intelligence in elementary school children is rather sparse.

I.

INTRODUCTION

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This study was designed to test the hypothesis about the additive contribution of different facets of emotional intelligence in explaining school achievement variability in elementary school children over the basic demographic features and certain aspects of personality. II. METHOD

A. Participants and procedure Participants of our study were 5th, 6th, 7th, and 8th primary school graders of both gender in Croatia (N=133). Mean age was 12.8 years (10 to 15), 54.1% of sample were female and 45.9% male students. All students had parental informed consent and were willing to participate. Students completed tests and questionnaires during a single class period (4550 minutes). B. Measures Short version of Perception of affective content in art test [31].

Perception of affective content in art test [31] is designed to assess perception of emotions (first. branch of Mayer and Saloveys model). Original instrument consists of 16 pastel paintings representing emotion related content (negative and positive affection and activation). For each of the paintings the participants estimated the intensity of 20 affective states on a 5point scale (0-4; 0 was defined as not present, and 4 was defined as definitely present). Two pictures were chosen for our investigation, one representing negative and the other positive affection. Total score was calculated as a sum of discrepancies from average expert estimates (3 art therapists and 9 teachers of art). Higher scores indicate lower ability. Emotional analysis test [29]

Emotional analysis test [29] is intended to measure understanding and analysis of emotions (third branch of Mayer and Saloveys model). Participants are to decide which of five combinations of emotions form the mixed mental state or emotion given in each item (32 items). For example, disappointment is a mixture of a) sadness and surprise, b) guilt and shame, c) sadness and shame, d) guilt and despite or e) joy and despite. Correct answers were defined by expert criteria. Higher scores represent higher ability. Emotion management test

Emotion management test is a new test aimed to assess regulation of emotions (forth branch of Mayer and Saloveys model) in early adolescent age. Items of the test include 16 hypothetic situations provoking different emotions (positive and negative). There are 4 statements given in response to each situation, referring to behavioral options in a described situation, and intentionally differing in usefulness for the person in situation. Half of the items describe situational content that relates to managing own emotions and another half to managing others emotions. For example, Iva is very angry because her younger sister demolished her book. How useful would every of following bihevioral options be for Iva to feel better: a) To go into another room and take a deep breath, b)

The study was conducted as a part of the research project No. 1301301683-1402 Measuring latent psychological attributes: Person dispositions and processes led by the second author of this paper and supported by Croatian Ministry of Science, Education, and Sports.
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To yell at her sister., c) To tell her parents what happened. d) To think about doing something similar with her sisters toys?. The task of the participants was to appraise usefulness of each of the given options for a person(s) on a scale from 1 (totally useless) to 5 (very useful). Scoring criteria was expert criteria and answers were scored in the way that correct answer got 2 points, nearest to correct answer 1 point and remaining answers 0. Total scores was the sum of scores on individual items. Higher scores represent higher ability. Empathy self-report questionnaire [32]

Empathy self-report questionnaire for children [32] measures cognitive and affective empathy. Questionnaire consists of 22 statements like "I feel sorry for downtrodden animals." or "It's hard for me to understand why someone became upset.". Children circle the response that best describe the way they feel about each item using a five point Likert scale from 0 (totally untrue) to 4 (totally true). Higher scores represent higher empathy. Rosenberg self-esteem scale [33]

Rosenberg self-esteem scale intended to measure children global self-esteem. Children give estimate that best describe the way they feel about each item using a four point Likert-type scale from 1 (totally untrue) to 4 (totally true). Higher scores represent higher self-esteem. School achievement

Measure of school achievement was the averaged score based on mathematics and foreign language grades that were collected from the participants.

III.

RESULTS AND DISCUSSION

Descriptive statistics is shown in Table I. The variable of school success significantly departs from normal distribution, as was expected. Kurtosis statistic for that variable is -1.196 (S.E.=0.417), so we can say that distribution of this variable is somewhat flattened, but not to the extent that we could not
TABLE I. Variables Perception of affective content in art test Emotional analysis test Emotion management test Empathy questionnaire Rosenberg self-esteem scale School success DESCRIPTIVE STATISTICS AND CRONBACH ALPHA INTERNAL
CONSISTENCIES OF THE MEASURES

Mean 47.80 17.22 64.70 58.32 31.14 3.47

SD 10.961 4.930 9.251 10.901 4.632 1.101

TR 24.4980.59 4-29 35-84 5-83 19-40 1-5

K-S 1.050 0.880 0.829 1.081 0.806 1.714**

0.83 0.74 0.63 0.75 0.76 -

TR total range; K-S Kolmogorov Smirnov test; ** p<0.01, * p<0.05

perform parametric statistic. According to Kline [34], kurtosis statistic can be regarded as acceptable if not bigger than 10. Distributions of other variables do not show departures from normality. To get reliability estimates of internal consistency type, Cronbach coefficients were calculated for tests and scales

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used in our research and almost every of them regarded as acceptable values. The lowest alpha coefficient is obtained for the new EI instrument, Emotion management test, with Cronbach value of 0.63. This lower reliability estimate for this instrument is not surprising having in mind that it is a novel test with most of the items being applied for the first time. Moreover, the obtained value is in line to those reported by other authors for the comparable instruments designed to assess the same EI branch. The ability to manage emotions is regarded as the most complex ability of emotional intelligence which might have been reflected in difficulties in designing its operationalizations as was also noted in some other research [35, 36, 37]. Intercorrelations of variables are presented in Table II. Measures of different emotional intelligence abilities are positively correlated, although correlations between Perception of affective content in art test and other tests are rather weak (r=0.18 - 0.19). To the contrary, considerable correlation was obtained between Emotional analysis test and Emotion management test (r=0.53) suggesting some common sources of variability in these two measures, related either to operationalizations or the underlying constructs, i.e., EI branches, or both. Empathy is positively correlated with Emotion management test (r=0.28) which can be reported as an empirical contribution to the validity evidences of the Emotion management tests. School success is correlated with Emotional analysis test (r=0.41), Emotion management test (r=0.37) and weakly although significantly with Self-esteem (r=0.18). We conducted hierarchical regression procedures to examine the additive contribution of the EI measures in accounting for school success (Table III). In the first step, we entered demographic features, gender and age, and that model explained statistically significant amount of criterion variance (9.6%).
TABLE II. Variables 1. Perception of affective content in art test 2. Emotional analysis test 3. Emotion management test 4. Empathy questionnaire 5. Rosenberg self-esteem scale 6. School success
INTERCORRELATIONS OF THE VARIABLES

Both predictors prove to have statistically significant contribution (G=0.23; A=-0.26), where the sign of coefficients suggests that girls and younger students have slightly better school success. Gender differences were expected as they are consistently shown in research [38], but the decrease in school success in higher grades was not. This result might be explained by pubertal changes (cognitive, social and emotional) that lead to lower concentration on learning and, in the same time, greater learning demands in that age.

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In the second step, we entered variables of Self-esteem and Empathy, as measures of students relations toward self and others. There are evidences about the role of particular personality attributes in explaining school achievement [39, 40], hence, better self-esteem and higher empathy could have reasonably been expected to contribute to better school achievements in this study, too. Personality variables used in this study did not explained significant amount of criterion variance, although Self-esteem as predictor reached statistical significance (=0.19) at the second step when it was entered into analysis. This result should preferably be tested in other research with different measures of school success (average school success, average achievement based on grades in other subjects, etc.) since Self-esteem and Empathy might possibly contribute to success in some other way that could not be visible from the relationships based on the variables used in our study. Emotional intelligence tests, entered in the third step, showed significant contribution to school success and explained 16.2% of additional variance. Emotional analysis test (=0.33) and Emotion management test (=0.21) showed statistically significant prediction. Our results are consistent with other studies that showed clear relationship of abilities to understand emotions and ability to manage emotions with school success, but weak relationship of perception of emotions with that kind of criteria [30, 41, 42].
TABLE III.
CONTRIBUTION OF EI IN ACCOUNTING FOR SCHOOL SUCCESS: HIERARCHICAL REGRESSION PROCEDURES

1.

2.

3.

4.

5.

-0.18* -0.19* 0.03 0.02 -0.06

0.53*** 0.01 0.16 0.41*** 0.28** 0.11 0.37***

Predictor sets 1. step: Gender Age R = 0.310 R2 = 0.096** 2. step: Gender Age Rosenberg self-esteem scale Empathy questionnaire R = 0.365 R2 = 0.037 3. step: Gender Age Rosenberg self-esteem scale Empathy questionnaire Perception of affective content in art test Emotional analysis test Emotion management test R = 0.543 R2 = 0.162***

r 0.17* -0.21**

0.23** -0.26**

0.18* -0.01

0.26** -0.25** 0.19* -0.01

-0.06 0.41*** 0.37***

0.05 -0.29*** 0.07 -0.09 -0.01 0.33** 0.21*

0.22* -0.01

0.18*

***p<0.001,**p<0.01, *p<0.05

***p<0.001,**p<0.01, *p<0.05

As one can notice in Table III, it is also worth mentioning that gender lost its significance as predictor in the third step of the analysis, which might speak of possible mediational role of emotional intelligence variables in the analysis of the relationship between basic demographic characteristics and school success. IV. CONCLUSIONS AND FUTURE DIRECTIONS

Our research supports the hypotheses on the relationship between emotional intelligence, defined under ability model approach, and school achievement in early adolescent age.

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Emotional intelligence tests explained independent portion of additional 16.2% of variance of the school success, over gender, age, self-esteem and empathy. The obtained results can be regarded as an evidence of criterion validity for the used EI measures and also as encouragement for further investigation of emotional intelligence in this age group. Future studies should include measures of general and/or verbal intelligence, for its known importance in predicting school achievement as well as its consistently shown correlations with ability-based emotional intelligence tests. REFERENCES
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