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ERIC Number: EJ880701
Record Type: Journal
Publication Date: 2010-Mar
Pages: 11
Abstractor: As Provided
Reference Count: 40
ISBN: N/A
ISSN: ISSN-1363-2752
Gender Differences in the Role of Emotional Intelligence during the Primary-Secondary School Transition
Jordan, Julie-Ann; McRorie, Margaret; Ewing, Cathy
Emotional & Behavioural Difficulties, v15 n1 p37-47 Mar 2010
The relationship between components of emotional intelligence (EI) (interpersonal ability, intrapersonal ability, adaptability and stress management) and academic performance in English, maths and science was examined in a sample of 86 children (49 males and 37 females) aged 11-12 years during the primary-secondary school transition period. Results indicated that for both males and females, intrapersonal ability had little relationship with academic achievement, while adaptability had the strongest relationship with achievement in all subjects. Gender differences were particularly pronounced for science, for which stronger relationships were observed with all EI components for males. In addition, apparent only for males was a negative relationship between stress management and science. These findings offer support for the current inclusion of a personal and emotional element in the primary school curriculum, and indicate that such training is likely to help males more than females to make a successful transition from primary to secondary school. (Contains 3 tables.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A