EI, Emotional Self-Efficacy and Academic Success in British Secondary Schools

The significant progress that educators in the United Kingdom have made in recognizing the importance of Emotional Intelligence and integrating it into school curriculums can be seen in the success of the Social and Emotional Aspects of Learning (SEAL) program, on which we have often reported here in the EI Insider. The following study, submitted by Pamela Qualter, a lecturer in the School of Psychology at the University of Lancashire, is further evidence of this dedication to providing students with far more than book smarts.

This study examined the long-term effects of Emotional Intelligence and emotional self-efficacy on scholastic achievement in British adolescents. Participants were 628 male and female secondary school students. They completed the following tests during the first few weeks of secondary school (Year 7): an assessment of EI (MSCEIT YV) and cognitive ability, an assessment of emotional self-efficacy (EQ-i: YV) and personality questionnaires. Academic achievement data were collected at Year 9 and Year 11. Structural equation modeling analyses showed that EI has direct effects on Standard Assessment Tests (SAT) and General Certificate of Secondary Education (GCSE) English performance for boys, but not girls.  In contrast, emotional self efficacy directly predicts SAT and GCSE English scores for girls, but not boys.  In science, EI and emotional self-efficacy do not predict SAT or GCSE performance for boys; for girls, EI directly impacts on SAT scores, and indirectly predicts GCSE Science performance via its relationship with SAT performance. 

Further analysis showed that emotional self-efficacy and EI act as moderators of the effects of cognitive ability on academic achievement.  For example, it was found that boys who have high emotional self-efficacy and high cognitive abilities outperform all other males in GCSE English language and English literature; girls high on EI and cognitive ability perform better than girls of a similar cognitive ability, but lower EI, on GCSE maths, English literature, English language and science. It was therefore concluded that opportunities to develop EI and increase emotional self efficacy may offer educators significant opportunities to improve educational achievement.

Promoting International Intelligence at Marlowe Academy

This July MHS UK took Social Responsibility to the corporate level when they sponsored a World Awareness Day at Marlowe Academy secondary school in Kent. Staff and students at the school came up with the ambitious idea of observing World Awareness Day by displaying 33 international flags to represent each of the nations present among the school’s pupils and staff. The staff at MHS’ UK office helped to make this idea a reality by contributing the funds needed to purchase all of the flags.

The day was arranged as part of a proactive step by the school to celebrate diversity, promote the identity of its pupils and support relationships amongst its international community. Students and staff got creative, making outfits based on the traditional garb of other cultures, and dance groups from Slovakia, Africa and Poland were joined by Kenyan band Kenge Kenge to provide rhythm for the day.

The international flags were prominently displayed throughout the celebrations. One of the leaders of Kenge Kenge, Peter Orindg, said, “I was very impressed when I entered the hall and saw all the flags displayed, they must do this again”. Other highlights included a host of display stands with information about each country and the chance to try foreign foods, from pizza to vindaloo and Caribbean treats. At the end of the day pupils gathered in the grounds to arrange themselves into the shape of a globe before releasing hundreds of balloons.

School Principal, Ian Johnson said, “It was a wonderful day, a joy to see our talented students, great bands and dancers. The place was awash with enthusiasm as we all celebrated talents from around the world.” Michael Tulloch, a teacher and EQ coordinator at the school said, “our thanks go to MHS for providing the flags for the celebrations which helped the students celebrate their identities, increased the cultural awareness of others, and formed an essential part of the day. I look forward to our continued collaboration with MHS in the new school year.”

Marlowe academy is an innovative school that has turned the school’s performance around in recent years through a range of groundbreaking initiatives that have positive Emotional Intelligence practices at the core. Marlowe was one of the pilot SEAL (Social Emotional Aspects of Learning) schools and will be using the EQ-i YV to assess all of their year 7 (first year within the school) intake come September. This intake testing will help to inform Emotional Intelligence practices and to support the collective and individual needs of the students as they set out to achieve their potential at the school and in life.

EI Symposium Update: Call for Papers Ending April 30

MHS is partnering with Georgetown University, Washington, DC, to host an unprecedented event on campus this fall: a symposium designed specifically to explore the role of Emotional Intelligence in higher education. Faculty, staff, administrators, and students will share best practices and success stories, learn from one another, and demonstrate ways in which Emotional Intelligence can have a substantial impact on student success and development.

With the deadline to submit presentation topics approaching soon, those wishing to present at the Symposium must submit their presentation topics by midnight on April 30th. Full guidelines for the submission process can be found in the Call for Papers section of the ICEI 2008 site.

Prospective presenters who have already submitted their topics can expect to hear back from Symposium organizers on the status of their application by May 31.

Social Emotional Aspects of Learning (SEAL) Programme Update

MHS UK are excited to be exhibiting at next month’s Secondary SEAL (Social Emotional Aspects of Learning) Conference in London. Due to oversubscribed demand, this is the third SEAL conference focusing on secondary schools following the Government’s release of the results from the pilot SEAL project in primary schools last summer, and their subsequent pledge to roll out the programme to all primary and secondary state schools in the UK. The SEAL curriculum focuses on the development of 5 key skills in young people: self awareness, management of feelings, motivation/resilience, empathy, and forming positive relationships.

At the last SEAL Conference in February, educational providers showed a great deal of interest in MHS EI assessments offering for both schoolchildren and teachers. Delegates were further encouraged by the news that the EQ-i adult and youth versions are specifically recommended in an independent review commissioned by the DFES (Department for Education and Skills) as having potentially the most value of all emotional and social assessments for young people. The recommendation also cited the added benefit of having an adult version which could be used to help develop emotional and social skills in teachers. News of the youth version of our MSCEIT assessment, the MSCEIT YV (currently in the data collection phase of development), was also of interest to delegates.

The February conference was opened by Sue King from Her Majesty’s Inspectorate, who enthusiastically announced key positive findings including:

• The SEAL programme’s huge impact on how pupils interacted with one another and teachers in the classroom had a positive effect on the academic and personal outcomes of the young people.
• Better levels of learning, better behaviour, improved cooperation between students and staff, as well as among students (particularly in schools where there was previously a lot of tension),
• Differences in how pupils felt about themselves, with the pupils reporting they felt more positive, more included, more valued and felt a greater investiture in their academic success.
• An increase in staff morale, fewer confrontations were reported, and there was a greater focus on learning and a greater impact on attainment and achievement.

The key message was that the curriculum had radically improved pupil outcomes and literally transformed schools, particularly those that were previously struggling.

The next SEAL Conference will be taking place 15 May 2008 at The Ibis, Earl’s Court, London. If you are planning to attend, please be sure to visit the MHS stand.

Can Emotional Intelligence Help Predict Successful Teachers?

I recently received an interesting dissertation from Todd Drew of the University of Nebraska – Lincoln who looked at the role of Emotional Intelligence in predicting the performance of student teachers. His study contained both quantitative and qualitative data. To complement the EQ-i^® scores from the student teachers, he gathered performance reports from the college supervisors and cooperative teachers who tracked the students’ placements. Additionally he conducted interviews with student teachers who’s EQ-i score-performance data were inconsistent with the overall data.

Drew had 40 student teachers participate in the study. The performance ratings from each student teacher’s college supervisor, cooperating teacher at placement, and the student’s self-rating were significantly correlated (.61 to .70). However, the researchers found that the college supervisor’s rating was the most accurate and more free of biases.

The strongest relationships found in this study were between Interpersonal Relationships and all five teacher performance categories assessed. There were also some significant findings related to the Intrapersonal Scale. However, the Adaptability and Stress Management scales were not related to teacher performance. Finally, some relationship was found with the General Mood scale.

This study finds further support for the importance of Emotional Intelligence for educators. Perhaps further research could look at the implication of developing student teachers’ interpersonal skills and then assessing their performance in comparison to others without the training.

Reference: Drew, Todd. (2007). EI as a predictor of student teacher performance. University of Nebraska – Lincoln, Unpublished dissertation.

SEAL programme to be expanded to UK secondary schools

A recent EI Insider reported on a programme that has been put in place in primary schools in the UK with the goal of improving children’s Emotional Intelligence skills. Due to the success of the Social and Emotional Aspects of Learning (SEAL) initiative in primary schools, ministers have called for a similar programme to be instated in secondary schools, particularly in the case of students with repeated exclusions. The following are BBC articles on student exclusions and a video news story focusing on the SEAL programme.

Tougher rules for excluded pupils

A related article in the Association for University & College Counselling journal touches on the relation between student retention and Emotional Intelligence.

UK schools receive funding for social and emotional coaching initiatives

In May, we told you about an initiative gaining momentum in British schools. The initiative centered on formally educating students emotionally as well as academically with the hope of curbing violent and delinquent behavior. Further information on this story can now be found on the BBC website.