Emotional intelligence (EI) has been identified as a key factor in children's socio-emotional and academic development. However, studies in primary school often target different kinds of outcomes but in isolation, using different EI models and measures, which limits comparability and integration. The present study aimed to provide an integrated synthesis of the associations between EI and developmental outcomes in primary school children, with a focus on trait EI, the most widely used model at this age.
A systematic review was conducted across ERIC, PsycINFO, Web of Science, and Scopus, yielding 7,298 records. After screening and eligibility assessment in line with PRISMA 2020 guidelines, 53 studies were included in the review, of which a subset contributed to quantitative synthesis. Narrative results indicated that EI in childhood has been studied in relation to cognitive functioning, academic performance, adaptive and maladaptive behaviors, affective well-being, and intervention outcomes.
Meta-analytic results showed that primary school girls scored significantly higher than boys on trait EI (Hedges' g = 0.23, p < .001). Trait EI was positively associated with academic performance (r = .14, p = .027) and adaptive behavior (r = .25, p = .020), while negatively associated with behavioral problems (r = -.24, p = .028) and bullying victimization (r = -.18, p = .025). By contrast, no significant association was found between trait EI and cognitive functioning (r = .05, p = .260).
These findings suggest that EI, particularly trait EI, plays a crucial role in supporting children's socio-emotional adjustment and learning during the primary school years. The small-to-moderate effect sizes highlight the potential value of implementing evidence-based EI interventions in school settings to promote both academic achievement and psychological well-being. Future studies should expand longitudinal and cross-cultural research, clarify distinctions between EI models, and evaluate the effectiveness of tailored intervention programs for primary school populations.