Classroom emotional intelligence and its relationship with school performance

Aitor Aritzeta; Nekane Balluerka; Arantxa Gorostiaga; Itziar Alonso-Arbiol; Mikel Haranburu; Leire Gartzia

doi:10.1016/J.EJEPS.2015.11.001

Classroom emotional intelligence and its relationship with school performance

Aitor Aritzeta
, Nekane Balluerka
, Arantxa Gorostiaga
, Itziar Alonso-Arbiol
, Mikel Haranburu
, Leire Gartzia

extern

Research output: Contribution to journal › Article › Academic › peer-review

Abstract

Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI). The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS) in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4), divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.

Original language	English
Pages (from-to)	1-8
Journal	European Journal of Psychology of Education
Volume	9
Issue number	1
DOIs	https://doi.org/10.1016/J.EJEPS.2015.11.001
Publication status	Published - 2016
Externally published	Yes

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10.1016/J.EJEPS.2015.11.001

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title = "Classroom emotional intelligence and its relationship with school performance",

abstract = "Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI). The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS) in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47\% female; mean age = 16; SD = 1.4), divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.",

author = "Aitor Aritzeta and Nekane Balluerka and Arantxa Gorostiaga and Itziar Alonso-Arbiol and Mikel Haranburu and Leire Gartzia",

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AU - Aritzeta, Aitor

AU - Balluerka, Nekane

AU - Gorostiaga, Arantxa

AU - Alonso-Arbiol, Itziar

AU - Haranburu, Mikel

AU - Gartzia, Leire

PY - 2016

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AB - Despite the importance of emotions in classrooms, no measurements have been developed to assess group emotional intelligence (EI). The aim of this work was to develop a questionnaire for measuring group EI (G-TMMS) in educational contexts. The psychometric properties of G-TMMS were examined in a sample of 794 participants (47% female; mean age = 16; SD = 1.4), divided into 59 classrooms. The G-TMMS showed a one-factor structure. It also demonstrated to have adequate internal consistency, temporal stability, and convergent validity. Moreover, group EI was associated with higher group school performance. The implications of this new scale in educational contexts are discussed.

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JO - European Journal of Psychology of Education

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Classroom emotional intelligence and its relationship with school performance

Abstract

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