Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School

• Published in: Educational psychology in practice Vol. 23; no. 1; pp. 79 - 95
• Main Authors: Qualter, P., Whiteley, H. E., Hutchinson, J. M., Pope, D. J.
• Format: Journal Article
• Language: English
• Published: Routledge 01-03-2007
• Subjects: Attendance; Coping; Educational Practices; Emotional Intelligence; Grade Point Average; High Schools; Intervention; Scores; Self Concept; Transitional Programs
• ISSN: 0266-7363; 1469-5839
• DOI: 10.1080/02667360601154584

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self-worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self-worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.