Is the development of emotional intelligence one of the goals

of modern education?

Table of Contents
Abstract............................................................................................................................ 1
Chapter 01 – Introduction.................................................................................................1
Chapter Introduction.....................................................................................................1
Research Background..................................................................................................2
Research Problem........................................................................................................4
Research Aims............................................................................................................. 4
Research Objectives.................................................................................................... 4
Research Questions.....................................................................................................5
Research Significance..................................................................................................5
Research layout............................................................................................................7
References.......................................................................................................................7
Chapter 01 – Introduction

Chapter Introduction

The four pillars of the British educational system are primary education, secondary

education, further education, and higher education (Keefer, Parker, & Saklofske, 2018).

Children in Britain are lawfully required to attend school from five until the end of

secondary school. Emotional intelligence refers to the ability to understand and manage

one's emotions and those of others in a range of personal and professional contexts.

Aside from being a potential predictor of future success in the classroom, emotional

intelligence is considered to be the cornerstone around which all other social and

emotional competencies are built (Drigas & Papoutsi, 2020). This study aims to

understand whether emotional intelligence is a primary goal of the modern education

setting in the UK. This first chapter serves as an introduction to the study by discussing its

history and context, subject, aims and objectives, questions, significance, and limitations.

Figure 1 Emotional intelligence facts

1
Research Background

Today, more than ever, students need to be intellectually prepared to compete for

employment in the information and technology sectors (Arias, Soto-Carballo, & Pino-Juste,

2022). The social and economic ramifications of students who are not adequately

educated might be severe. High school dropouts have been linked to higher

unemployment rates, poorer incomes throughout a lifetime, and an increased chance of

acquiring certain health conditions, among other adverse outcomes (Aritzeta, et al., 2016).

Studies seeking to predict how well pupils would perform in school from kindergarten

through college have paid great attention to a student's intelligence, family history, and

financial situation (Bower, O'connor, Harris, & Frick, 2018). Researchers have been

compelled to investigate other determinants, such as personality and conative

characteristics since these factors alone do not fully account for the variation in academic

achievement. Emotional and social intelligence has been linked to academic achievement

in recent years (Chamizo-Nieto, Arrivillaga, Rey, & Extremera, 2021).

Figure 2 Social-emotional intelligence among students

2
Daniel Goleman, a psychologist, proposed in 1995 that Emotional Intelligence (EI) is more

essential than IQ in predicting success in all areas of life, including schooling (Emotional

intelligence and academic achievement in higher education, 2019). Emotional intelligence

(EI) continues to get significant interest in the education literature due to claims that it can

be taught and, thus, should be a component of the curriculum for all students (beyond

levels that can be attributed to IQ) (Harris, Frick, Bower, & O'connor). However, as others

have pointed out, there is little empirical evidence to back up many of these statements. In

this chapter, we examine the studies that prove EI helps youngsters succeed in school

(e.g., elementary, secondary, and post-secondary levels). In this chapter, we look at the

newest findings on how important emotional and social abilities may be honed throughout

a student's academic career. Interest in the question of whether or not emotional

intelligence (EI) can be taught or fostered has risen in unison with the rising

acknowledgment of EI's relevance in the academic context (Gershon & Pellitteri, 2018).

Figure 3 Emotional intelligence with the age

Research Problem

Yahaya, et al. (2012) argue that it is crucial to comprehend how children are motivated

and how they learn to examine their emotions in school. When considering how to improve

3
students' long-term academic achievement, emotional experience is equally as important

as academic knowledge and skill. Students' perceptions of their Emotional Intelligence (EI)

have been shown to correlate with their academic success (Herrera, Al-Lal, & Mohamed,

2020). Although a small number of research on students' emotions in a group context have

been undertaken, they remain rare despite these results and the abundance of literature

on emotions in the classroom (Martínez-Monteagudo, Inglés, Granados, Aparisi, & García-

Fernández, 2019). Considering these results and some holes in the literature, the primary

goal of this study was to analyze the roles of flourishing and the teacher-student

relationship within a moderated mediation model to understand better the mechanisms

underlying the relationship between emotional intelligence and academic performance. We

postulated that the quality of the connection between instructor and student would regulate

the association between emotional intelligence and improved academic performance, and

flourishing would be a mediator between these two constructs (Drigas & Papoutsi, 2020).

Research Aims

 Identify whether Emotional Intelligence is a goal of modern education settings in the

UK

Research Objectives

 Understand what isTo explore and better understand the role of emotional

intelligence role in educational settings in the UK.

 Evaluate why emotional intelligence has become a goal of modern education

settings in the UK.

 Understand the relationship between emotional intelligence and modern education.

Research Questions

 What is emotional intelligence's role in educational settings in the UK?

4
  Why has emotional intelligence becomes a goal of modern education settings in the

UK?

 What is the relationship between emotional intelligence and modern education?

Research Significance

This study defines emotional intelligence (EQ) as the "cognitive ability for perceiving,

understanding, using, and controlling one's and other people's’ emotions” (Bower,

O'connor, Harris, & Frick, 2018)." Research reveals that emotionally intelligent persons

also report more significant psychological adjustment. (e.g., self-esteem, happiness,

optimism, social support, and less depression). According to studies, adolescents'

happiness, social lives, and psychological health may all benefit from learning emotional

intelligence abilities (Drigas & Papoutsi, 2020). Also, there is some evidence linking EQ to

academic achievement. Individuals high in emotional intelligence may have a lower

dropout rate because they are better able to deal with the challenges of higher education,

including stress, frustration, and exam anxiety, and because their interpersonal skills allow

them to connect more deeply with their peers and teachers. New studies have looked at

the mechanisms that could explain the connection between EQ and academic

achievement (Gershon & Pellitteri, 2018).

Figure 4 Importance of emotional intelligence

5
Furthermore, Gershon & Pellitteri (2018) have claimed that changes in education (such as

an increase in group activities or cooperation) may impact academic performance due to

the requirement to learn to manage possible peer conflicts, make decisions, or solve

problems in a group setting (Drigas & Papoutsi, 2020). However, a more extraordinary

investigation into the correlation between emotional intelligence and scholastic

achievement is needed (Chamizo-Nieto, Arrivillaga, Rey, & Extremera, 2021). The

possible moderating influence of the teacher-student connection and the potential

mediating effect of flourishing are considered as we advocate for more study of the

correlation between emotional intelligence and academic success (Harris, Frick, Bower, &

O'connor).

To flourish, one has to "live within an ideal spectrum of human functioning, one that

connotes compassion, generativity, development, and resilience," as one definition puts it

(Keefer, Parker, & Saklofske, 2018). It has also been suggested that positive feelings like

pleasure, satisfaction, and happiness are signs of well-being, along with a good level of

psychological functioning (i.e., eudaemonic well-being). Research has indicated that those

who are thriving are less likely to experience burnout and more likely to report high levels

of health, satisfaction, and engagement in their jobs (Yahaya, et al., 2012).

6
Figure 5 Key skills of emotional intelligence

Research layout

In this study, the first chapter will be the introduction, and the second chapter will be the

literature review. The third, fourth, and fifth chapters will be methodology, findings, and

discussion. Furthermore, the study will be concluded with the conclusion chapter and

limitations.

References

Arias, J., Soto-Carballo, J. G., & Pino-Juste, M. R. (2022). Emotional intelligence and

academic motivation in primary school students. Psicologia: Reflexão E Crítica.

Retrieved from https://doi.org/10.1186/s41155-022-00216-0

Aritzeta, A., Balluerka, N., Gorostiaga, A., Alonso-Arbiol, I., Haranburu, M., & Gartzia, L.

(2016). Classroom emotional intelligence and its relationship with school

performance. European Journal of Education and Psychology, 1–8.

Bower, G., O'connor, J., Harris, S., & Frick, E. (2018). The Influence of Emotional

Intelligence on the Overall Success of Campus Leaders as Perceived by Veteran

Teachers in a Rural mid-sized East Texas Public School District. Leadership

Review. Retrieved from https://files.eric.ed.gov/fulltext/EJ1200807.pdf

Chamizo-Nieto, M. T., Arrivillaga, C., Rey, L., & Extremera, N. (2021). The Role of

Emotional Intelligence, the Teacher-Student Relationship, and Flourishing on

Academic Performance in Adolescents: A Moderated Mediation Study. Frontiers in

Psychology, 12. Retrieved from https://doi.org/10.3389/fpsyg.2021.695067

Drigas, A., & Papoutsi, C. (2020). The Need for Emotional Intelligence Training Education

in Critical and Stressful Situations: The Case of Covid-19. Int. J. Recent

Contributions Eng. Sci., 20-36.

Applied Research in Higher Education, 485–503.

Gershon, P., & Pellitteri, J. (2018). Promoting Emotional Intelligence in Preschool

Education: A Review of Programs. International Journal of Emotional Education,

26–41. Retrieved from https://eric.ed.gov/?id=EJ1197563

Harris, S., Frick, E., Bower, G., & O'connor, J. (n.d.). Academic Achievement, Self-

Concept, Personality and Emotional Intelligence in Primary Education. Analysis by

Gender and Cultural Group. Frontiers in Psychology, 10. Retrieved from

https://doi.org/10.3389/fpsyg.2019.03075

Herrera, L., Al-Lal, M., & Mohamed, L. (2020). Academic Achievement, Self-Concept,

Personality and Emotional Intelligence in Primary Education. Analysis by Gender

and Cultural Group. Retrieved from https://doi.org/10.3389/fpsyg.2019.03075

Keefer, K., Parker, J., & Saklofske, D. H. (2018). Emotional intelligence in education.

Integrating research with practice. .

Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández,

J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and

stress in secondary education teachers. Personality and Individual Differences, 53–

61. Retrieved from https://doi.org/10.1016/j.paid.2019.01.036

Martínez-Monteagudo, M. C., Inglés, C. J., Granados, L., Aparisi, D., & García-Fernández,

J. M. (2019). Trait emotional intelligence profiles, burnout, anxiety, depression, and

stress in secondary education teachers. . Personality and Individual Differences,

53–61.

Yahaya, A., Sar Ee, N., Bachok, J., Yahaya, N., Boon, Y., Hashim, S., & Goh, M. (2012).

The Impact of Emotional Intelligence Element on Academic Achievement. Archives

Des Sciences. Retrieved from https://core.ac.uk/download/pdf/11798725.pdf