Research is currently underway examining the relationship between emotional intelligence and academic success in college freshmen. The project matches EQ-i results with grade point average and retention data in full-time, first year students at several institutions in the Southeastern U.S. Preliminary research, underway at Trent University in Peterborough, Ontario since 1999, demonstrates the EQ-i to be a stronger predictor of academic success than high school grade point average in first year students. Sponsored by BHS and Dr. Parker's EI Research Laboratory

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EI and Retention/Academic Success in National Guard ChalleNGe Programs

Research is currently underway examining the relationship between emotional intelligence and cadet success within the National Guard ChalleNGe Program. ChalleNGe is a 22-week military based training program, including supervised work experience in community service and conservation projects to improve the life skills and employment potential of civilian youth who left secondary school before graduating. The project matches EQ-i: Youth Version results with several academic and retention variables throughout the programs. The purpose of the project is to identify emotional competencies critical to cadet performance within the ChalleNGe Program in order that strategies may be implemented to enhance cadet success and retention. Sponsored by BHS and Dr. Parker's EI Research Laboratory

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EI and Academic Success in High School Students

Research was recently conducted examining the relationship between emotional intelligence and academic success in high school students. The project matched EQ-i: Youth Version results with year end grade point average with 667 high school students (grades 9 -- 12) ranging from age 14 to 18. A successful group of students (scoring 3.0 GPA or higher) was compared with a lower achieving group (2.0 GPA or below) at each grade level. Results of the study demonstrate emotional intelligence to be a strong predictor of academic success. More specifically, higher achieving students scored significantly higher in Total EQ in addition to Interpersonal Skills, Adaptability and Stress Management than the unsuccessful group. Sponsored by Dr. Parker's EI Research Laboratory

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