Faria Luísa, Costa Ana, Taksic Vladimir
Centre for Psychology at University of Porto (CPUP), Faculty of Psychology and Education Sciences, University of Porto, Rua Alfredo Allen, 4200-135 Porto, Portugal.
Center for Philosophical and Humanistic Studies (CEFH), Faculty of Philosophy and Social Sciences, Portuguese Catholic University, Praça da Faculdade de Filosofia 1, 4710-297 Braga, Portugal.
J Intell. 2025 Jul 30;13(8):96. doi: 10.3390/jintelligence13080096.
The role of emotional intelligence (EI) in the academic context has been steadily established, together with its impact on students' academic achievement, well-being, and professional success. Therefore, this study examined the development of a key EI ability-emotional understanding-throughout secondary school and explored its impact on students' academic achievement (maternal language and mathematics) at the end of this cycle, using the Vocabulary of Emotions Test. A total of 222 students were followed over the entire 3-year secondary cycle, using a three-wave longitudinal design spanning from 10th to 12th grade. At the first wave, participants were aged between 14 and 18 years (M = 15.4; SD = 0.63), with 58.6% being female. Overall, the results of Latent Growth Curve modeling indicated that students' emotional understanding increased over the secondary school cycle. While student's gender predicted the emotional understanding change patterns throughout secondary school, student's GPA in 10th grade did not. Moreover, the initial levels of ability-based emotional understanding predicted students' achievement in maternal language at the end of the cycle. Our findings offer valuable insights into how EI skills can contribute to academic endeavors in late adolescence and will explore their impact on educational settings.
情商（EI）在学术环境中的作用已逐渐确立，及其对学生学业成绩、幸福感和职业成功的影响也已明确。因此，本研究使用情绪词汇测试，考察了整个中学阶段关键情商能力——情绪理解的发展情况，并探讨了其在中学阶段结束时对学生学业成绩（母语和数学）的影响。采用从十年级到十二年级的三波纵向设计，对总共222名学生进行了为期三年的中学阶段跟踪研究。在第一波研究中，参与者年龄在14至18岁之间（M = 15.4；SD = 0.63），其中58.6%为女性。总体而言，潜变量增长曲线模型的结果表明，学生的情绪理解在中学阶段有所提高。虽然学生性别预测了整个中学阶段的情绪理解变化模式，但十年级学生的平均绩点却不能。此外，基于能力的情绪理解初始水平预测了中学阶段结束时学生的母语成绩。我们的研究结果为情商技能如何促进青少年后期的学术努力提供了有价值的见解，并将探讨其对教育环境的影响。
