This article provides a critical review of the research field of emotional intelligence (EI) and examines the usefulness of the construct in the debate on educational policy and practice. The authors examine two approaches to the theory and measurement of EI and summarize the evidence linking EI to life success and academic achievement. Also considered is whether or not EI can be changed or developed, and how it might be facilitated in educational practice. In conclusion, while a distinct construct of EI remains debatable; many of the attributes encompassed by this term do predict that life success and programmes of socio-emotional learning in schools may usefully contribute to the development of these attributes.
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