Some of the material in is restricted to members of the community. By logging in, you may be able to gain additional access to certain collections or items. If you have questions about access or logging in, please use the form on the Contact Page.
The present study further informs theories of EI, resilience, and academic success in youth. A critical review of the literature on EI and resilience addressing the similarities between these constructs and the current state of the literature regarding the impact which each construct has on success in school and life precedes the description and results of a study directly examining how EI and resilience impact school performance. This dissertation serves as the first study to directly compare resilience and EI, and explore their relationship to scholastic success across three separate domains: Grade Point Average (GPA), standardized test performance, and disciplinary sanctions. Results support past studies indicating that attributes related to these constructs serve an important role in students’ academic performance.