Emotional intelligence in the context of learning and achievement

Abstract

This chapter is concerned primariliy with emotional intelligence (EI) as it relates to learning and achievement in an academic setting. It aims to assist researchers, educators, and politicians alike to decide what aspects of EI are worthwhile to promote and are possible to teach in school. We first discuss the conceptualization of EI on which the present contribution is based, and provide on overview of existing programs for fostering EI in schools. Based on some major flaws we have identified in these programs, we present a framework of antecedents, "intelligent" processing, and effects of academic emotions. Subsequently, a model for fostering EI in academic learning and achievement situations is presented, and tangible instructional suggestions are provided. The chapter closes with implications for research and scholastic applications.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 49 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.