Implicit Theories of Emotional Intelligence and Students’ Emotional and Academic Outcomes

Abstract

In this study, we addressed the relevance of implicit theories of emotional intelligence (ITEI) to students’ emotional and academic outcomes throughout secondary school. During a three-wave longitudinal survey (10th–12th grades), 222 students, ages 14–18 years old at the first round of data collection ( Mage = 15.4, SD = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students’ emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.