Giftedness and Academic Success in College and University: Why Emotional Intelligence Matters

Autor/inn/en	Parker, James D. A.; Saklofske, Donald H.; Keefer, Kateryna V.
Titel	Giftedness and Academic Success in College and University: Why Emotional Intelligence Matters
Quelle	In: Gifted Education International, 33 (2017) 2, S.183-194 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429416668872
Schlagwörter	Academic Achievement; Emotional Intelligence; Prediction; Role; Interpersonal Competence; High Achievement; Measures (Individuals); Undergraduate Study; Scores; Dropouts; Comparative Analysis; Student Adjustment; Foreign Countries; Statistical Analysis; Gender Differences; Academically Gifted; Undergraduate Students; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Emotionale Intelligenz; Vorhersage; Rollen; Interpersonale Kompetenz; Messdaten; Grundstudium; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Ausland; Statistische Analyse; Geschlechterkonflikt; Kanada
Abstract	Much of the work on predicting academic success in postsecondary education has focused on the impact of various cognitive abilities, although in recent years there has been increased attention to the role played by emotional and social competency [also called emotional intelligence (EI)]. Previous work on the link between EI and giftedness is reviewed, particularly factors connected to the successful transition to postsecondary education. Data are presented from a sample of 171 exceptionally high-achieving secondary students (high school grade-point average of 90% or better) who completed a measure of trait EI at the start of postsecondary studies and who had their academic progress tracked over the next 6 years. High-achieving secondary students who completed an undergraduate degree scored significantly higher on a number of EI dimensions compared to the secondary students who dropped out. Results are discussed in the context of the importance of EI in the successful transition from secondary to postsecondary education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01