Recent studies have found links between emotional intelligence (EI) and educational transition. For example, we have found links between EI and coping during transition to high school (Qualter, Whiteley, Hutchinson, & Pope, 2007) and from high school to university (Dudiak, Anderson, Qualter, & Whiteley, 2007). EI has also been linked to retention (Parker, Summerfeldt, Hogan, & Majeski, 2004; Qualter, Whiteley, Morley, Dudiak, & Anderson 2007). The study presented here is an extension of this earlier work. 137 undergraduate psychology students were introduced to the concept of EI during their first semester at university (2006) as part of a PDP (Personal Development Plan) exercise. They then completed the Emotional Competence Inventory - University Edition (ECI-U). During a subsequent workshop, students were encouraged to reflect on their individual scores relating to specific EI competencies in the context of progress throughout their course, future employment needs and career development. Emphasis was placed on acknowledgement of personal strengths, whilst strategies to develop and enhance their weaker skills were discussed. This paper reports on the outcomes of the above exercise. What did the students think of the exercise? How does it relate to PDP and future employer needs? How can the exercise be improved in subsequent years? A comparison of results of individual EI competencies with overall academic performance at the end of Year 1 and performance relating to specific modes of assessment will be discussed.
|Publication status||Published - 2007|
|Event||British Psychological Society (BPS) Education Section Conference - Staffordshire University, Stoke-on-Trent, United Kingdom|
Duration: 9 Nov 2007 → 11 Nov 2007
|Conference||British Psychological Society (BPS) Education Section Conference|
|Period||9/11/07 → 11/11/07|
Pope, D. (2007). The influence of emotional intelligence on academic performance in undergraduate university students. Paper presented at British Psychological Society (BPS) Education Section Conference, Stoke-on-Trent, United Kingdom.