Author(s): Faria, Luísa ; Costa, Ana ; Taksic, Vladimir
Date: 2025
Persistent ID: http://hdl.handle.net/10400.14/54644
Origin: Veritati - Repositório Institucional da Universidade Católica Portuguesa
Subject(s): Ability-based emotional intelligence; Academic achievement; Emotional understanding; Latent Growth Curve (LGC); Secondary education
The role of emotional intelligence (EI) in the academic context has been steadily established, together with its impact on students' academic achievement, well-being, and professional success. Therefore, this study examined the development of a key EI ability-emotional understanding-throughout secondary school and explored its impact on students' academic achievement (maternal language and mathematics) at the end of this cycle, using the Vocabulary of Emotions Test. A total of 222 students were followed over the entire 3-year secondary cycle, using a three-wave longitudinal design spanning from 10th to 12th grade. At the first wave, participants were aged between 14 and 18 years (M = 15.4; SD = 0.63), with 58.6% being female. Overall, the results of Latent Growth Curve modeling indicated that students' emotional understanding increased over the secondary school cycle. While student's gender predicted the emotional understanding change patterns throughout secondary school, student's GPA in 10th grade did not. Moreover, the initial levels of ability-based emotional understanding predicted students' achievement in maternal language at the end of the cycle. Our findings offer valuable insights into how EI skills can contribute to academic endeavors in late adolescence and will explore their impact on educational settings.
