Table 3.
Effect sizes by each level of moderators and variance components
| Moderator | m | r | 95% CI | p | Q | I2 |
|---|---|---|---|---|---|---|
| EI task nature | ||||||
| Ability-based | 68 | .11 | [.074–.148] | < .001 | 276.38 | 75.76% |
| Trait-based | 38 | .08 | [.048–.127] | < .001 | 97.27 | 61.96% |
| EI test | ||||||
| EQ-i | 11 | .14 | [.076–.204] | < .001 | 20.74 | 51.79% |
| MSCEIT | 53 | .10 | [.053–.140] | < .001 | 210.26 | 75.27% |
| SSEIT | 6 | .11 | [-.053–.237] | .109 | .995 | < 1% |
| Other | 36 | .09 | [.049–.124] | < .001 | 99.56 | 64.84% |
| EI subscale | ||||||
| Facilitating emotions | 8 | .13 | [.046–.215] | .003 | 3.21 | < 1% |
| Perceiving emotions | 7 | .20 | [.117–.286] | < .001 | .605 | < 1% |
| Understanding emotions | 8 | .11 | [.048–.167] | < .001 | .356 | < 1% |
| Managing emotions | 8 | -.04 | [-.238–.163] | .713 | 107.20 | 93.47% |
| Total score | 54 | .13 | [.094–.166] | < .001 | 159.86 | 66.85% |
| Other EI dimensions | 21 | .05 | [-.005–.112] | .071 | 76.79 | 73.96% |
| Academic performance | ||||||
| GPA | 37 | .09 | [.039–.141] | < .001 | 180.62 | 80.06% |
| Examinations | 69 | .11 | [.077–.141] | < .001 | 194.05 | 64.96% |
| Country | ||||||
| US & Canada | 48 | .07 | [.037–.113] | < .001 | 125.83 | 62.65% |
| Other Countries | 58 | .12 | [.085–.161] | < .001 | 231.06 | 75.33% |
| Variance component | ||||||
| Level 2 = 33.5% | ||||||
| Level 3 = 29.5% | ||||||
EI emotional intelligence, EQ-i Bar-On Emotional Quotient Inventory [43], MSCEIT Mayer–Salovey–Caruso Emotional Intelligence Test [44], SSEIT The Schutte Self-Report Emotional Intelligence Test [45], GPA grade point average; m = number of effect sizes; Level-2 = within-studies variance; Level-3 = within-studies variance