The EI–academic success effect size varies significantly by EI subscale, with perceiving emotions highest (r = .20)¶
Claim · All claims
Evidence · 1 study · quant-synthesisr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Mean effect size significantly varied by EI subscale, Q(3) = 18.87, p = .04; perceiving emotions showed the highest correlation (r = .20), followed by facilitating emotions (r = .13) and understanding emotions (r = .11). → Alabbasi Ahmed M. Abdulla 2023
Evidence¶
Alabbasi Ahmed M. Abdulla 2023¶
Alabbasi Ahmed M. Abdulla, Alabbasi Fatema A., AlSaleh Aseel, Alansari Ahmed M., Sequeira Reginald P. (2023). Emotional intelligence weakly predicts academic success in medical programs: a multilevel meta-analysis and systematic review. BMC Medical Education. https://doi.org/10.1186/s12909-023-04417-8
q3 · i? · quant-synthesis · r2
Subscale-level moderator analysis in the multilevel meta-analysis. Perceiving emotions (m = 7, r = .20) best predicted academic performance among MSCEIT branches; managing emotions was non-significant (r = -.04) per Table 3.
"The highest correlation was found for skill in perceiving emotions (r = 0.20) followed by facilitating emotions (r = 0.13) and understanding emotions (r = 0.11)."
Discussion¶
Learner Variables¶
- Emotional Intelligence — predictor: learners who differ on it differ in outcomes
Related Claims¶
- The EI–academic success effect size varies significantly by EI test, with EQ-i showing the highest correlation (r = .14) — related
- Emotional intelligence is significantly but weakly positively correlated with academic success in undergraduate MD programs (r = .13) — a broader claim this one bears on
- EI task nature, country, academic performance criterion, and age do not significantly moderate the EI–academic success relationship — related
- The authors argue academic grades are an unsuitable performance measure of EI in medical school because EI relates more to interpersonal and professional performance — related
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