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

• 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
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.20556

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.