|Appears in Collections:||Faculty of Health Sciences and Sport Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Trait emotional intelligence and preference for intuition and deliberation: Respective influence on academic performance|
Multiple choice questionnaire
Prediction of scholastic success
|Citation:||Laborde S, Dosseville F & Scelles N (2010) Trait emotional intelligence and preference for intuition and deliberation: Respective influence on academic performance. Personality and Individual Differences, 49 (7), pp. 784-788. https://doi.org/10.1016/j.paid.2010.06.031|
|Abstract:||This study was aimed to explore the influence of trait emotional intelligence (Trait EI) and of preference for intuition (PID-I) and deliberation (PID-D) on short-term academic performance (i.e. an experimental task involving learning and decision-making). We recruited 219 sport science freshman students (168 males and 51 females). They had to watch a 45 min videotaped lecture followed by a multiple choice questionnaire (MCQ), which was aimed to assess their comprehension. Moreover, they had to fill out the PANAS (before and after the lecture), the TEIQue and the PID. We found that: (1) trait EI predicted significantly positively the MCQ-Score; (2) PID-D predicted significantly positively positive affect (PA) before and after the exam; (3) trait EI predicted significantly negatively negative affect (NA) before and after the exam; (4) PID-I predicted significantly positively NA before and after the exam. Findings supported the idea that trait EI plays a role in academic performance, certainly with stress appraisal, but the influence of intuition on the MCQ-Score was not confirmed. Interesting findings about the links between the PID and affect are discussed.|
|Rights:||The publisher does not allow this work to be made publicly available in this Repository. Please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study.|
|PAID4699.pdf||Fulltext - Published Version||336.97 kB||Adobe PDF||Under Permanent Embargo Request a copy|
Note: If any of the files in this item are currently embargoed, you can request a copy directly from the author by clicking the padlock icon above. However, this facility is dependent on the depositor still being contactable at their original email address.
This item is protected by original copyright
Items in the Repository are protected by copyright, with all rights reserved, unless otherwise indicated.
The metadata of the records in the Repository are available under the CC0 public domain dedication: No Rights Reserved https://creativecommons.org/publicdomain/zero/1.0/
If you believe that any material held in STORRE infringes copyright, please contact email@example.com providing details and we will remove the Work from public display in STORRE and investigate your claim.