M
Marjorie J. Hogan
Researcher at University of Toronto
Publications - 7
Citations - 1671
Marjorie J. Hogan is an academic researcher from University of Toronto. The author has contributed to research in topics: Academic achievement & Emotional intelligence. The author has an hindex of 6, co-authored 7 publications receiving 1572 citations. Previous affiliations of Marjorie J. Hogan include Trent University.
Papers
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Emotional intelligence and academic success: examining the transition from high school to university
TL;DR: In this article, the transition from high school to university was used as the context for examining the relationship between emotional intelligence and academic achievement, and the results showed that academic success was strongly associated with emotional intelligence.
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Academic achievement in high school: does emotional intelligence matter?
James D. A. Parker,Ronald E. Creque,David L. Barnhart,Jan Irons Harris,Sarah A. Majeski,Laura M. Wood,Barbara J. Bond,Marjorie J. Hogan +7 more
TL;DR: The relationship between emotional intelligence and academic achievement in high school was examined in this paper, where students attending a high school in Huntsville, Alabama completed the Emotional Quotient Inventory (EQ-i:YV) at the end of the academic year and matched with students' academic records for the year.
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Emotional intelligence and student retention: Predicting the successful transition from high school to university
TL;DR: This paper examined the relationship between emotional intelligence and academic retention and found that students who persisted in their studies were significantly higher than those who withdrew on a broad range of emotional and social competencies.
Journal Article
Academic Achievement and Emotional Intelligence: Predicting the Successful Transition from High School to University.
Journal ArticleDOI
Academic success in adolescence: Relationships among verbal IQ, social support and emotional intelligence
Marjorie J. Hogan,James D. A. Parker,Judith Wiener,Carolyn A. Watters,Laura M. Wood,Amber Oke +5 more
TL;DR: The authors examined whether emotional intelligence, peer social support, and/or family social support partially mediated the influence of verbal IQ on grade level students' emotional intelligence on their performance in school.