Brief report: Trait emotional intelligence, peer nominations, and scholastic achievement in adolescence

Current research on trait EI in adolescents suggests that the construct impacts on several important domains of youths' psychological functioning, including school adjustment and achievement. The purpose of this study is to explore the role of trait EI and of its subcomponents, on adolescent's academic achievement. Data were collected from 321 Italian adolescents (162 female; Mage = 15.5, SD = 1.86; aged 13–18 years) recruited from secondary schools. The effects of perceived and actual peer nominations, gender, personality dimensions, and non-verbal cognitive abilities were also controlled. Results highlight that trait EI as assessed by means of the TEIQue impacts Italian but not math's grades, while trait EI's factors predicted both academic subjects, with significant contributions of Self-Control and Sociability. Limitations and implications are discussed.