Can emotional intelligence be schooled? A critical review

Moshe Zeidner, Richard D. Roberts, Gerald Matthews

    Research output: Contribution to journalReview articlepeer-review


    This article critically reviews the claimed role of emotional intelligence (EI) in the educational and school context. Our review shows that most intervention programs were not specifically designed to change EI, and very few systematic interventions meet the canons of internal and external validity. Consequently, little objective evidence attesting to the useful role of EI as a predictor of school success and adjustment exists beyond that predicted by intelligence and personality factors. Herein we discuss several crucial issues that need to be addressed prior to developing and implementing EI programs, and we provide specific guidelines for the development, implementation, and evaluation of future EI programs. Currently, the successful schooling of EI is still undetermined.

    Original languageEnglish
    Pages (from-to)215-231
    Number of pages17
    JournalEducational Psychologist
    Issue number4
    StatePublished - 2002

    ASJC Scopus subject areas

    • Developmental and Educational Psychology


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