首页>
外文OA文献
>Gender differences in the role of emotional intelligence during the primary-secondary school transition
【2h】
Gender differences in the role of emotional intelligence during the primary-secondary school transition
展开▼
机译:从小学到中学的过渡时期,情绪智力的性别差异
展开▼
免费
页面导航
摘要
著录项
相似文献
相关主题
摘要
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.
展开▼