Relationship Between Emotional Intelligence and Personality Types with Success in School

• Published in: European psychiatry Vol. 30; p. 1526
• Main Authors: Cigic, D, Cavar, I, Babic, D, Vasilj, I, Martinac, M
• Format: Journal Article
• Language: English
• Published: Elsevier Masson SAS 28.03.2015
• Subjects: Internal Medicine; Psychiatry
• ISSN: 0924-9338; 1778-3585
• DOI: 10.1016/S0924-9338(15)31179-2

A number of indicators show that success in school depends on many factors, and more and more studies shows the significant influence of emotional intelligence and personality type. The aim of this study was to determine personality type and the level of emotional intelligence in students and to explain correlation with their high school success. The study included 4th grade students of the High School Fra Dominik Mandic Siroki Brijeg and Secondary Medical School Sisters of Charity in Mostar. There were 202 (77.69%) male and 58 (22.31%) female students. To measure general properties of emotional intelligence we used Trait Emotional Intelligence Questionnaire (TEIQ) and Sixteen Personality Factor Questionnaire (16PF) as an objective test for multidimensional personality analysis. Considering the expression of the general personality characteristics, statistically significant differences were found. Examinees achieved the highest result on the anxiety, and the lowest on the independence scale. Also, expression of primary personality characteristics was examined on sample of High School students. The highest result among examinees was achieved on self-sufficiency scale and the lowest on judgment scale. According to expression of general personality characteristics, it was shown that students with average grade of excellent are more successful on non-sentimental scale when compared to students with average grade of good. Also, students with better average grades had lower scores on sensitivity and tension scale. Statistically significant positive correlation was established among non-sentimental and academic success, and negative correlation between anxiety, playfulness, vulnerability, fear, openness to change and tension with academic success.