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Direct linkReyes, Maria R.; Brackett, Marc A.; Rivers, Susan E.; White, Mark; Salovey, Peter – Journal of Educational Psychology, 2012
The emotional connections students foster in their classrooms are likely to impact their success in school. Using a multimethod, multilevel approach, this study examined the link between classroom emotional climate and academic achievement, including the role of student engagement as a mediator. Data were collected from 63 fifth- and sixth-grade…
Descriptors: Academic Achievement, Report Cards, Learner Engagement, Teacher Characteristics
Rivers, Susan E.; Brackett, Marc A.; Reyes, Maria R.; Mayer, John D.; Caruso, David R.; Salovey, Peter – Journal of Psychoeducational Assessment, 2012
Emotional intelligence (EI) theory provides a framework to study the role of emotion skills in social, personal, and academic functioning. Reporting data validating the importance of EI among youth have been limited due to a dearth of measurement instruments. In two studies, the authors examined the reliability and validity of the…
Descriptors: Early Adolescents, Emotional Intelligence, Intelligence Tests, Performance Based Assessment
Brackett, Marc A.; Reyes, Maria Regina; Rivers, Susan E.; Elbertson, Nicole A.; Salovey, Peter – Journal of Classroom Interaction, 2011
Using a multi-method, multi-level approach, this study examined the link between classroom emotional climate and student conduct, including as a mediator the role of teacher affiliation, i.e., students' perceptions of their relationships with their teachers. Data were collected from 90 fifth- and sixth-grade classrooms (n = 2,000 students) and…
Descriptors: Report Cards, Teacher Characteristics, Academic Achievement, Classrooms
