Emotional intelligence as a contributing factor of pupil performance in pupils with learning difficulties

Papastergiou, Christiana (2016) Emotional intelligence as a contributing factor of pupil performance in pupils with learning difficulties. Masters thesis, University of Bolton.

Papastergiou Christiana Thesis MPhil 2016.pdf

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The present study aimed at investigating the impact of Emotional Intelligence on pupil performance. Existing literature, even if it is limited, has revealed that such a relationship exists under particular circumstances. It was therefore interesting to look at this relationship under the prism of learning difficulties. The current study expands current literature in that it examines the relationship of emotional intelligence and pupil performance taking into consideration the influence of specific learning difficulties. Studies up to this point have not shed light on this triangulating relationship. A case study methodology is utilized whereby a small sample of 13 primary school pupils (ages 9-10 years old) with learning difficulties is selected within a private school in Piraeus, Greece. Three research tools were employed to assess the impact of Emotional Intelligence on pupil’s school performance: observation protocols, questionnaires and interviews. Data collection produced a range of qualitative data in the form of texts that were analyzed via the NVivo software program. The findings revealed that Emotional Intelligence can impact on pupil performance in pupils with learning difficulties, as pupils with higher level of Emotional Intelligence managed to have better learning results. More specifically emotionally intelligent pupils were open to success and failure, had a growing intrinsic motivation for participation, complied with classroom rules, managed more effectively school stress and had higher levels of self-esteem. The study has implications for the development of primary school curricula that take Emotional Intelligence into account when designing subject materials. The findings of this study may also assist stakeholders in the education sector in developing a better understanding of the impact of Emotional Intelligence on the performance of primary school pupils. By so doing, pupil performance could be improved, even in populations with learning difficulties.

Item Type: Thesis (Masters)
Additional Information: Electronic version of the dissertation submitted in partial fulfilment of the requirements of the University of Bolton for the degree of Master of Philosophy in conjunction with New York College Athens, Greece
Uncontrolled Keywords: Emotional Intelligence, pupil performance, learning difficulties
Divisions: School of Education and Psychology > Education
University of Bolton Theses > Education
University of Bolton Theses > Off-campus Division
Depositing User: Tracey Gill
Date Deposited: 13 Mar 2017 17:39
Last Modified: 07 Jun 2019 08:59
URI: http://ubir.bolton.ac.uk/id/eprint/1113

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