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Successful graduate students: The roles of personality traits and emotional intelligence
Author(s) -
Grehan Patrick M.,
Flanagan Rosemary,
Malgady Robert G.
Publication year - 2011
Publication title -
psychology in the schools
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.738
H-Index - 75
eISSN - 1520-6807
pISSN - 0033-3085
DOI - 10.1002/pits.20556
Subject(s) - conscientiousness , psychology , internship , big five personality traits , personality , emotional intelligence , trait , applied psychology , clinical psychology , social psychology , developmental psychology , medical education , extraversion and introversion , medicine , computer science , programming language
Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.