Academic success in adolescence: Relationships among verbal IQ,social support and emotional intelligence |
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| Authors: | Dr Marjorie J. Hogan James D. A. Parker Judith Wiener Carolyn Watters Laura M. Wood Amber Oke |
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| Affiliation: | 1. Disability Services Office, Trent University, Peterborough;2. Department of Psychology, Trent University, Peterborough;3. Department of Human Development and Applied Psychology, Ontario Institute for Studies in Education (OISE), University of Toronto;4. Department of Social Work, Mount Sinai Hospital, Toronto, Ontario, Canada |
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| Abstract: | The objective of this study was to examine, by gender, whether emotional intelligence (EI), peer social support, and/or family social support partially mediated the influence of verbal IQ on Grade 10 grade point average (GPA) for 192 students (96 male, 96 female). For male students, EI and peer social support predicted GPA and EI mediated the association between verbal IQ and GPA. For female students, EI, peer social support, and family support predicted GPA but did not mediate the association between verbal IQ and GPA. This study further examined whether subscales of EI (intrapersonal, interpersonal, adaptability, and stress management abilities), peer social support and family social support (emotional, socialising, practical, financial, and advice) added to the prediction of GPA after verbal IQ, gender, and socioeconomic status were controlled. Adaptability, stress management and practical family social support each added to the explanation of variability. None of the peer social support subscales predicted additional variance in GPA. |
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| Keywords: | Academic success emotional intelligence high school social support verbal IQ |
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