The aim of the present study was to take a more in-depth look at the role of emotional intelligence in scholastic success in mathematics. Three hundred ninety-two Italian students, divided in two groups on the basis of marks in mathematics, attending the last two years of a school system in Tuscany were administered the Italian version of the Bar-On Emotional Quotient Inventory: short (Bar-On EQ-i:S) and the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). The results showed significant differences between the two groups regarding emotional intelligence both ability-based and self-reported in relation to scholastic success, offering future research and intervention perspectives.
Emotional intelligence and success in mathematics: An empirical study / Di Fabio A; Bucci O. - ELETTRONICO. - (2013), pp. 143-144. (Intervento presentato al convegno Science Education and Guidance in Schools: The Way Forward tenutosi a Firenze nel 21-22 ottobre 2013).
Emotional intelligence and success in mathematics: An empirical study
DI FABIO, ANNAMARIA;BUCCI, ORNELLA
2013
Abstract
The aim of the present study was to take a more in-depth look at the role of emotional intelligence in scholastic success in mathematics. Three hundred ninety-two Italian students, divided in two groups on the basis of marks in mathematics, attending the last two years of a school system in Tuscany were administered the Italian version of the Bar-On Emotional Quotient Inventory: short (Bar-On EQ-i:S) and the Italian version of the Mayer-Salovey-Caruso Emotional Intelligence Test (MSCEIT). The results showed significant differences between the two groups regarding emotional intelligence both ability-based and self-reported in relation to scholastic success, offering future research and intervention perspectives.
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