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The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality

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  • Zorana Jolić Marjanović

    (Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia
    These authors have equally contributed to this paper and should be regarded as co-first authors.)

  • Ana Altaras Dimitrijević

    (Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia
    Institute for Educational Psychology “Rosa & David Katz”, Faculty of Philosophy, University of Rostock, 18051 Rostock, Germany
    These authors have equally contributed to this paper and should be regarded as co-first authors.)

  • Sonja Protić

    (Institute for Criminological and Sociological Research, 11000 Belgrade, Serbia
    International Psychoanalytic University, 10555 Berlin, Germany)

  • José M. Mestre

    (University Institute of Social and Sustainable Development (INDESS), University of Cádiz, 11405 Jerez de la Frontera, Spain
    Department of Psychology, University of Cádiz, 11519 Puerto Real, Spain)

Abstract

As recent meta-analyses confirmed that emotional intelligence (EI), particularly strategic EI, adjoins intelligence and personality in predicting academic achievement, we explored possible arrangements in which these predictors affect the given outcome in adolescents. Three models, with versions including either overall strategic EI or its branches, were considered: (a) a mediation model, whereby strategic EI partially mediates the effects of verbal intelligence (VI) and personality on achievement; the branch-level version assumed that emotion understanding affects achievement in a cascade via emotion management; (b) a direct effects model, with strategic EI/branches placed alongside VI and personality as another independent predictor of achievement; and (c) a moderation model, whereby personality moderates the effects of VI and strategic EI/branches on achievement. We tested these models in a sample of 227 students ( M = 16.50 years) and found that both the mediation and the direct effects model with overall strategic EI fit the data; there was no support for a cascade within strategic EI, nor for the assumption that personality merely moderates the effects of abilities on achievement. Principally, strategic EI both mediated the effects of VI and openness, and independently predicted academic achievement, and it did so through emotion understanding directly, “skipping” emotion management.

Suggested Citation

  • Zorana Jolić Marjanović & Ana Altaras Dimitrijević & Sonja Protić & José M. Mestre, 2021. "The Role of Strategic Emotional Intelligence in Predicting Adolescents’ Academic Achievement: Possible Interplays with Verbal Intelligence and Personality," IJERPH, MDPI, vol. 18(24), pages 1-20, December.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:24:p:13166-:d:701927
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    References listed on IDEAS

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    1. Nhu Ngoc Nguyen & Phong Tuan Nham & Yoshi Takahashi, 2019. "Relationship between Ability-Based Emotional Intelligence, Cognitive Intelligence, and Job Performance," Sustainability, MDPI, vol. 11(8), pages 1-16, April.
    2. Hirotugu Akaike, 1987. "Factor analysis and AIC," Psychometrika, Springer;The Psychometric Society, vol. 52(3), pages 317-332, September.
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