Gender differences in the role of emotional intelligence during the primary-secondary school transition

The relationship between components of emotional intelligence (EI) (interpersonal <br/>ability, intrapersonal ability, adaptability and stress management) and academic <br/>performance in English, maths and science was examined in a sample of 86 children <br/>(49 males and 37 females) aged 11–12 years during the primary–secondary school <br/>transition period. Results indicated that for both males and females, intrapersonal <br/>ability had little relationship with academic achievement, while adaptability had the <br/>strongest relationship with achievement in all subjects. Gender differences were particularly <br/>pronounced for science, for which stronger relationships were observed with all <br/>EI components for males. In addition, apparent only for males was a negative <br/>relationship between stress management and science. These findings offer support for <br/>the current inclusion of a personal and emotional element in the primary school curriculum, <br/>and indicate that such training is likely to help males more than females to make <br/>a successful transition from primary to secondary school.