Sztaroszta, Jenny (2009) How Coping and Emotional Intelligence are Related to School Performance and Well-being in Adolescents. Coursework Masters thesis, University of Southern Queensland. (Unpublished)
Abstract
This study aimed to examine the relationship between emotional intelligence and coping, and to investigate their roles in predicting academic performance and well-being among adolescents. The 383 US secondary students completed a number of questionnaires including, the Situational Test of Emotion Management (STEM) which measured emotional intelligence, Life Satisfaction Scale which measured life satisfaction, and Coping which measured problem-focused, emotion-focused, and avoidance coping. Academic performance was measured using the student’s GPA, and Math, Language, Science, Social Studies, Art, Music, and Other subject grades. The results show that students who have higher emotional intelligence are more likely to utilise problem-focused coping more and are less likely to use emotion-focused coping than students who have lower emotional intelligence. Also, students who use problem-focused coping perform better academically than students who use avoidance coping. The results show that adolescents who have higher emotional intelligence are more likely to have greater academic performance and life satisfaction. The findings also show that coping strategies partially mediate the relationship between emotional intelligence and academic performance and the relationship between life satisfaction and emotional intelligence. Research into teaching methods of teachers to investigate whether certain methods promote high emotional intelligence and adaptive coping could be examined. Also, research into adolescents’ parent’s emotional intelligence and coping could be investigated. Finally, the differences in emotional intelligence and coping among adolescents who attend school and do not attend school could be examined.
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| Item Type: | Thesis (Non-Research) (Coursework Masters) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Fogarty, Gerry |
| Qualification: | Master of Psychology (Clinical) |
| Date Deposited: | 16 Mar 2026 02:22 |
| Last Modified: | 16 Mar 2026 02:22 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52804 |
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