The role of trait emotional intelligence in academic performance during the university transition: An integrative model of mediation via social support, coping, and adjustment

The authors propose conceptual models linking trait emotional intelligence (TEI) with achievement both directly and indirectly via perceived social support (PSS), engagement coping (EC), and adjustment, in the context of the university transition. The models were tested in a multiwave design with a sample of incoming Australian undergraduates (N = 470). In structural equation analyses, TEL was found to be a direct predictor of higher PSS and the greater use of EC strategies. Further, mediation analyses revealed that TEl was indirectly associated with academic adjustment via EC and psychological adjustment via EC and PSS operating in parallel. TEL was also found to be indirectly associated with achievement via EC and academic adjustment linked serially in a three-path mediated sequence. These direct and indirect relations were robust when controlling for known confounding influences. The empirically supported mediating processes extend the literature by elucidating some of the pathways through which TEl is linked with better adjustment and achievement. (C) 2015 Elsevier Ltd. All rights reserved.