Open AccessClassroom emotional intelligence and its relationship with school performance
Author(s) -
Aitor Aritzeta,
Nekane Balluerka,
Arantxa Gorostiaga,
Itziar AlonsoArbiol,
Mikel Haranburu Oiharbide,
Leire Gartzia
Publication year - 2015
Publication title -
european journal of education and psychology
Language(s) - English
Resource type - Journals
eISSN - 1989-2209
pISSN - 1888-8992
DOI - 10.1016/j.ejeps.2015.11.001
Subject(s) - psychology , humanities , internal consistency , developmental psychology , psychometrics , philosophy
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 discusse
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