Sánchez-Álvarez, NicolásBerrios-Martos, M. PilarExtremera, Natalio2025-01-192025-01-192020-07Sánchez-Álvarez, N., Berrios Martos, M. P., & Extremera, N. (2020). A meta-analysis of the relationship between emotional intelligence and academic performance in secondary education: A multi-stream comparison. Frontiers in Psychology, 11, 1517.ISSN 1664-1078 (Online)https://doi.org/10.3389/fpsyg.2020.01517https://hdl.handle.net/10953/4091This study was a quantitative meta-analysis of empirical research on the relationship between emotional intelligence (EI) and academic performance (AP) that included the threemain theoreticalmodels of EI.We conducted a computerized literature search in the main electronic databases. Forty-four of an initial 3,210 articles met the inclusion criteria. With 49 effect sizes and a cumulative sample size of 19,861 participants, we found significant heterogeneity indices indicating a variety of results. In general, the results of this study indicated a significant effect of EI on AP (Z = 0.26). Average association between EI and AP was higher in studies measured EI as ability (Z = 0.31), than studies measured EI as self-report (Z = 0.24), and self-report mixed EI (Z = 0.26). In the educational field, this meta-analysis provides information on the specific role of EI as a function of used measures. Some practical implications are discussed.engCC0 1.0 Universalhttp://creativecommons.org/publicdomain/zero/1.0/Emotional intelligenceAcademic performanceSecondary educationMeta-analysisInstrumentsinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/openAccess