Emotional intelligence and scholastic achievement in Australian adolescents
Open accessAbstract
The current study examined the relationship between emotional intelligence (EI) and scholastic achievement in Australian adolescents. Two hundred and nine secondary school students (86 males and 123 females) each completed the Adolescent Swinburne University Emotional Intelligence Test (SUEIT) and academic achievement data was collected for all subjects from year seven to eleven. Academic success was found to be associated with higher levels of total EI, via assessment of the EI of different academic levels (80th percentile, 20th percentile, and middle groups). Regression analyses also revealed that dimensions of the Adolescent SUEIT differentially predicted secondary school subject grades: Emotional Management and Control was found to significantly predict Maths (r2 = 0.06) and Science (r2 = 0.04); the Understanding Emotions sub-scale significantly predicted scores for Art (r2 = 0.12) and Geography (r2 = 0.08). It was concluded that the development of EI may offer educators significant opportunities to improve scholastic performance and emotional competencies.
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Emotional competences are negatively related to anxiety, stress, depression, burn-out, and negative affect.
“They have also been shown to be negatively related to anxiety, stress, depression, burn-out and negative affect (Ciarrochi et al., 2002; Downey et al., 2008; Mikolajczak et al., 2007).”
From Acceptance Is a Better Predictor of Anxiety, Depressive Symptoms, and Well-Being Compared to Other Emotional Competences. (2025) · cites this paper as Downey et al., 2008
The paper’s Abstract (page unavailable) mentions a general link between emotional intelligence and psychological health, but does not give its direction or identify anxiety, stress, depression, burn-out, or negative affect as outcomes. Searches for those outcomes and for psychological health found no passage establishing the claimed negative relationships. (LLM, conf=0.72)
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- Authors
- Downey, L. A., Mountstephen, J., Lloyd, J., Hansen, K., & Stough, C.
- Affiliations
- Swinburne University of Technology (AU)
- Venue
- Australian Journal of Psychology
- Publisher
- Informa UK Limited
- Published
- 2008-02-11
- Volume
- 60
- Issue
- 1
- Pages
- 10-17
- ISSN
- 0004-9530 (ISSN-L)
- 1742-9536
- OpenAlex
- W1981411419
- Cited by
- 109
- References
- 4
- Citations by year
- 2026: 3 · 2025: 3 · 2024: 3 · 2023: 6 · 2022: 6 · 2021: 3 · 2020: 12 · 2019: 8 · 2018: 10 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 10 · 2013: 11 · 2012: 5
- FWCI
- 9.36
- Type
- journal article
- Language
- en
- Open access
- bronze
- doi.org
- Licence
- Locations
- Australian Journal of Psychology (publishedVersion)
- Swinburne figshare (Swinburne University of Technology) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Emotional Intelligence and Performance
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- emotional intelligence, academic performance, adolescents, high school students, emotional understanding, mathematics achievement, science achievement, geography achievement
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