Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Int...

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Bibliographic Details
Published in:Psychology in the schools 2011-04, Vol.48 (4), p.317-331
Main Authors: Grehan, Patrick M., Flanagan, Rosemary, Malgady, Robert G.
Format: Article
Language:English
Subjects:
Academic Achievement
Biological and medical sciences
Correlation
Counselor Role
Counselor Training
Educational psychology
Emotional Intelligence
Five factor model
Fundamental and applied biological sciences. Psychology
Grade Point Average
Graduate Students
Graduate Study
Internships
Measures (Individuals)
Personality
Personality Traits
Postgraduate students
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Pupil and student. Academic achievement and failure
School Psychologists
School Psychology
Supervisors
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Summary:Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.20556