Implicit Theories of Emotional Intelligence and Students' Emotional and Academic Outcomes

被引：8
作者：
Costa, Ana [1 ,2 ]
Faria, Luisa [1 ]
机构：
[1] Univ Porto, Fac Psychol & Educ Sci, Porto, Portugal
[2] Univ Porto, Fac Psychol & Educ Sci, Rua Alfredo Allen, P-4200135 Porto, Portugal
来源：
PSYCHOLOGICAL REPORTS | 2025年 / 128卷 / 04期
关键词：
Implicit theories of emotional intelligence; emotional intelligence; emotions towards school; academic achievement; secondary school; HIGH-SCHOOL; ABILITY; ACHIEVEMENT; PERFORMANCE; TRANSITION; MOTIVATION; MINDSETS;
D O I：
10.1177/00332941231183327
中图分类号：
B84 [心理学];
学科分类号：
04 ; 0402 ;
摘要：
In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students' emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10(th)-12(th) grades), 222 students, ages 14-18 years old at the first round of data collection (M-age = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students' emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.
引用
收藏
页码：2732 / 2756
页数：25
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