Meta-Analysis of the Correlation between Emotional Intelligence and Life Satisfaction

Autor/inn/en	Hartanto; Helmi, Avin Fadila
Titel	Meta-Analysis of the Correlation between Emotional Intelligence and Life Satisfaction
Quelle	In: Anatolian Journal of Education, 6 (2021) 2, S.63-74 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2547-9652
Schlagwörter	Meta Analysis; Correlation; Emotional Intelligence; Life Satisfaction; Adults; College Students + Suchen Sie Ihr Suchwort? Meta-analysis; Metaanalyse; Korrelation; Emotionale Intelligenz; Lebensvollendung; Collegestudent
Abstract	This meta-analysis research aims to find the true correlation (true effect) between emotional intelligence and life satisfaction. In addition, it maps the dispersion of the correlation effect of the study after being corrected. This research consisted of 35 studies and involved 12,805 subjects. The estimator for this research used Hunter-Schmidt (HS). 92 studies were collected, and 35 met the criteria; they were analyzed by the correction method of sampling and measurement error. From the analysis, we found that the correlation between emotional intelligence variables with life satisfaction was moderately positive. The Q test was proven significant with the I[superscript 2] value, also showing high heterogeneity of data. After sampling and measurement correction, the correlation mean effect is 0.349 and 0.412, respectively. Both of the confidence interval predictions do not contain zero (0.28-0.41 barebone analysis; 0.33-0.47 measurement correction). Egger's test found that there was no correlation between standard error and outcome effect (p=0.35 and p=0.299), implying that no reporting bias across studies. These results reinforce that emotional intelligence influences life satisfaction with cross-cultural, cross-ages samples. (As Provided).
Anmerkungen	Gate Association for Teaching and Education. e-mail: aje.editorial@gmail.com; Web site: http://e-aje.net/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01