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

Julie-Ann Jordan, Margaret McRorie, C. Ewing

    Research output: Contribution to journalArticlepeer-review

    8 Citations (Scopus)
    36 Downloads (Pure)


    The relationship between components of emotional intelligence (EI) (interpersonal
    ability, intrapersonal ability, adaptability and stress management) and academic
    performance in English, maths and science was examined in a sample of 86 children
    (49 males and 37 females) aged 11–12 years during the primary–secondary school
    transition period. Results indicated that for both males and females, intrapersonal
    ability had little relationship with academic achievement, while adaptability had the
    strongest relationship with achievement in all subjects. Gender differences were particularly
    pronounced for science, for which stronger relationships were observed with all
    EI components for males. In addition, apparent only for males was a negative
    relationship between stress management and science. These findings offer support for
    the current inclusion of a personal and emotional element in the primary school curriculum,
    and indicate that such training is likely to help males more than females to make
    a successful transition from primary to secondary school.
    Original languageEnglish
    Pages (from-to)37-47
    Number of pages11
    JournalEmotional & Behavioural Difficulties
    Issue number1
    Publication statusPublished - Mar 2010

    ASJC Scopus subject areas

    • Psychiatry and Mental health
    • Clinical Psychology
    • Developmental and Educational Psychology


    Dive into the research topics of 'Gender differences in the role of emotional intelligence during the primary-secondary school transition'. Together they form a unique fingerprint.

    Cite this