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Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University

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This study examined the impact of emotional intelligence (El) 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 was used to identify two groups of students: academically successful (ii.e., GPA of 3.0 or better; n = 590) and academically unsuccessful (ii.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.
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Document Type: Research Article

Publication date: September 1, 2005

More about this publication?
  • The Journal of The First-Year Experience and Students in Transition is a semiannual refereed journal providing current research on the first college year and other significant student transitions. The primary purpose of the Journal is to disseminate empirical research findings on student transition issues that inform practice in all sectors of postsecondary education, such as explorations into the academic, personal, and social experiences (including outcomes related to success, learning, and development) of students at a range of transition points throughout the college years; transition issues unique to specific populations (e.g., non-traditional, traditional, historically underrepresented students, transfer students, commuters, part-time students); and explorations of faculty development, curriculum, and pedagogical innovations connected to college transitions.
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