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) 2020 APA, all rights reserved).

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Emotional intelligence predicts academic performance: A meta-analysis.

One of the most promising areas of development in the human nutritional field over the last two decades has been the use of probiotics and recognition of their role in human health and disease. Lactic acid-producing bacteria are the most commonly used probiotics in foods. It is well known that probiotics have a number of beneficial health effects in humans and animals. They play an important role in the protection of the host against harmful microorganisms and also strengthen the immune system. Some probiotics have also been found to improve feed digestibility and reduce metabolic disorders. They must be safe, acid and bile tolerant, and able to adhere and colonize the intestinal tract. The means by which probiotic bacteria elicit their health effects are not understood fully, but may include competitive exclusion of enteric pathogens, neutralization of dietary carcinogens, production of antimicrobial metabolites, and modulation of mucosal and systemic immune function. So far, lactic acid bacteria isolated only from the human gastrointestinal tract are recommended by the Food and Agriculture Organization (FAO) and World Health Organization (WHO) for use as probiotics by humans. However, more and more studies suggest that strains considered to be probiotics could be isolated from fermented products of animal origin, as well as from non-dairy fermented products. Traditional fermented products are a rich source of microorganisms, some of which may exhibit probiotic properties. They conform to the FAO/WHO recommendation, with one exception; they have not been isolated from human gastrointestinal tract. In light of extensive new scientific evidence, should the possibility of changing the current FAO/WHO requirements for the definition of probiotic bacteria be considered?

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Food-Origin Lactic Acid Bacteria May Exhibit Probiotic Properties: Review

Although emotion and cognition were considered to be separate aspects of the psyche in the past, researchers today have demonstrated the existence of an interplay between the two processes. Emotional intelligence (EI), or the ability to perceive, use, understand, and regulate emotions, is a relatively young concept that attempts to connect both emotion and cognition. While EI has been demonstrated to be positively related to well-being, mental and physical health, and non-aggressive behaviors, little is known about its underlying cognitive processes. The aim of the present study was to systematically review available evidence about the relationship between EI and cognitive processes as measured through “cool” (i.e., not emotionally laden) and “hot” (i.e., emotionally laden) laboratory tasks. We searched Scopus and Medline to find relevant articles in Spanish and English, and divided the studies following two variables: cognitive processes (hot vs. cool) and EI instruments used (performance-based ability test, self-report ability test, and self-report mixed test). We identified twenty-six eligible studies. The results provide a fair amount of evidence that performance-based ability EI (but not self-report EI tests) is positively related with efficiency in hot cognitive tasks. EI, however, does not appear to be related with cool cognitive tasks: neither through self-reporting nor through performance-based ability instruments. These findings suggest that performance-based ability EI could improve individuals’ emotional information processing abilities.

/pdf/the-relationship-between-emotional-intelligence-and-cool-and-3srrfqbkn0.pdf

The Relationship between Emotional Intelligence and Cool and Hot Cognitive Processes: A Systematic Review

Emotional variables, dropout and academic performance in Spanish nursing students.

The ability to recognise others’ emotions from nonverbal cues (emotion recognition ability, ERA) is measured with performance-based tests and has many positive correlates. Although researchers have...

A meta-analysis of the relationship between emotion recognition ability and intelligence.

Resumen es: La escuela, como uno de los principales escenarios de la vida cotidiana de los jovenes, ejerce una importante influencia en su desarrollo. Este trabajo b...

https://dialnet.unirioja.es/descarga/articulo/5980962.pdf

Competencias socioemocionales como predictoras de conductas prosociales y clima escolar positivo en adolescentes

Resumen es: Introduccion. La inteligencia emocional se ha relacionado con diversas variables, como el genero y el rendimiento academico. En el ambito de la capacidad...

/pdf/la-inteligencia-emocional-y-su-relacion-con-el-genero-el-vq4mm66nb8.pdf

La Inteligencia Emocional y su Relación con el Género, el Rendimiento Académico y la Capacidad Intelectual del Alumnado Universitario

The purpose of this study was to identify the predictive level of socio-emotional skills on resilience. The Inventory of Socioemotional Skills (EQi-YV) and the Resilience Scale for Adolescents (READ) were applied to a sample of 840 Mexican adolescents. The results obtained through a structural equation analysis, indicated that adaptability, optimism and selfsteem, promote personal competences, while interpersonal skills and generating a positive mood, facilitate social competence associated with resilience. The management of negative emotions, like anger, lost significance in the model. The results are discussed in light of the importance of positive adolescent development.

/pdf/validez-predictiva-de-las-competencias-socioemocionales-1n5hrypskx.pdf

Validez predictiva de las competencias socioemocionales sobre la resiliencia en adolescentes mexicanos

The aim of this research was to examine changes in the frequency of victimization, aggressive behavior and positive behavior among children after participating in the program “Child Friendly Communities” 302 children between 9 and 15 years of age participated; the children, who at the time of the intervention were completing the fifth and sixth grades of basic education in two public schools with high levels of marginalization, in the metropolitan area of Guadalajara (Mexico), were evaluated using Orpinas’ (2009) scales of victimization, aggression and positive behaviors We observed changes in their perception of the violence performed against them and a growing recognition of the aggression exercised by them against peers in those children who prior to the

Cambios en la percepción de la violencia y el comportamiento agresivo entre niños a partir de un programa de habilidades socioemocionales

/pdf/emotional-intelligence-and-its-relationship-with-gender-3tlfb32ujf.pdf

Norma Alicia Ruvalcaba Romero

Papers

Competencias socioemocionales como predictoras de conductas prosociales y clima escolar positivo en adolescentes

La Inteligencia Emocional y su Relación con el Género, el Rendimiento Académico y la Capacidad Intelectual del Alumnado Universitario

Validez predictiva de las competencias socioemocionales sobre la resiliencia en adolescentes mexicanos

Cambios en la percepción de la violencia y el comportamiento agresivo entre niños a partir de un programa de habilidades socioemocionales

Emotional intelligence and its relationship with gender, academic performance and intellectual abilities of undergraduates.