Schools and universities devote considerable time and resources to developing students' social and emotional skills, such as emotional intelligence (EI). The goals of such programs are partly for personal development but partly to increase academic performance. The current meta-analysis examines the degree to which student EI is associated with academic performance. We found an overall effect of ρ = .20 using robust variance estimation (N = 42,529, k = 1,246 from 158 citations). The association is significantly stronger for ability EI (ρ = .24, k = 50) compared with self-rated (ρ = .12, k = 33) or mixed EI (ρ = .19, k = 90). Ability, self-rated, and mixed EI explained an additional 1.7%, 0.7%, and 2.3% of the variance, respectively, after controlling for intelligence and big five personality. Understanding and management branches of ability EI explained an additional 3.9% and 3.6%, respectively. Relative importance analysis suggests that EI is the third most important predictor for all three streams, after intelligence and conscientiousness. Moderators of the effect differed across the three EI streams. Ability EI was a stronger predictor of performance in humanities than science. Self-rated EI was a stronger predictor of grades than standardized test scores. We propose that three mechanisms underlie the EI/academic performance link: (a) regulating academic emotions, (b) building social relationships at school, and (c) academic content overlap with EI. Different streams of EI may affect performance through different mechanisms. We note some limitations, including the lack of evidence for a causal direction. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

中文翻译：

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情绪智力可预测学习成绩：一项荟萃分析。

学校和大学投入大量时间和资源来发展学生的社交和情感技能，例如情商（EI）。此类计划的目标部分是为了个人发展，部分是为了提高学习成绩。当前的荟萃分析检查了学生EI与学业成绩的关联程度。使用稳健的方差估计，我们发现ρ= .20的整体效果（N = 42,529，k = 1,246（158次引用））。与自评（ρ= .12，k = 33）或混合EI（ρ= .19，k = 90）相比，能力EI（ρ= .24，k = 50）的关联性明显更强。在控制了智力和五个大人物之后，能力，自我评价和混合EI分别解释了方差的另外1.7％，0.7％和2.3％。EI能力的理解和管理分支分别解释了3.9％和3.6％。相对重要性分析表明，在智力和责任感之后，EI是所有三个流中的第三重要预测因子。在三个EI流中，影响的主持人有所不同。能力EI比人文科学更能预测人文绩效。自我评估的EI比标准考试成绩更能预测成绩。我们建议在EI /学术绩效链接的基础上建立三种机制：（a）调节学术情感，（b）在学校建立社会关系，以及（c）学术内容与EI重叠。EI的不同流可能通过不同的机制影响性能。我们注意到一些局限性，包括缺乏因果关系指导的证据。