Trait emotional intelligence showed no significant association with university GPA, despite correlating with engagement, SRL strategies and self-efficacy¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Trait EI did not significantly predict GPA in either correlations or regressions, but correlated significantly with other non-cognitive variables. → Juan-Carlos Pérez-González 2022

Evidence¶

Juan-Carlos Pérez-González 2022¶

Juan-Carlos Pérez-González, Gemma Filella, Anna Soldevila, Yasmine Faiad, Maria-Jose Sanchez-Ruiz. (2022). Integrating self-regulated learning and individual differences in the prediction of university academic achievement across a three-year-long degree. Metacognition and Learning (2022) 17:1141–1165. https://doi.org/10.1007/s11409-022-09315-w

q3 · i? · associational · r2

Null direct association between global trait EI (TEIQue) and GPA in this sample, contrasting with prior meta-analytic findings the authors cite; trait EI did correlate with engagement, SRL strategies and self-efficacy. No effect size printed for the null.

"Contrary to previous findings (e.g., MacCann et al., 2020; Sanchez-Ruiz et al., 2013) trait EI showed no significant association to AP in either of the analyses, although it significantly correlated with academic engagement, SRL strategies, and academic self-efficacy."

Discussion¶

Related Claims¶

• Cognitive ability (inductive reasoning) showed no significant association with university GPA in any analysis
• A reduced set of non-cognitive factors alone explains 17–25% of the variance in university GPA across three years of a degree
• Pre-actional metacognitive, motivational, and positive-emotional components are positively associated with regulatory behavior in the actional phase, while anger and anxiety are negatively associated
• A latent global non-cognitive factor predicts a latent three-year GPA factor, explaining 27–29% of its variance — related
• Academic self-efficacy was not significantly associated with final test performance — related
• Emotion regulation variables predict academic outcomes (GPA and academic honors) beyond Big Five personality traits and gender in high school students — related
• Trait self-control is significantly associated with major GPA beyond fluid reasoning and conscientiousness in vocational trainees — related
• Previous academic performance is the strongest predictor of university GPA, and adding cognitive predictors raises explained variance to about 44–50% — related
• SKT-SRL scores did not correlate significantly with high school GPA in the pilot and validation studies — related
• Metacognitive and composite SRL strategy measures show the strongest relationships with learning performance in continuing education — related
• Motivational variables rarely explain more than 10% of the variance in behavior and outcomes — related