This study examines the predictive validity of Emotional Intelligence (EI), assessed by a self-report and a performance ability-based measure, over students' academic achievement in Portuguese secondary school. Within a 3-wave longitudinal design, 380 students (Mage = 15.4; SD = .71) completed both Emotional Skills and Competence Questionnaire (42 items) and Vocabulary of Emotions Test (35 items). Students' GPA, Portuguese and Mathematics grades were collected at the end of each academic level. Path analysis results showed that although both types of EI can predict students' academic achievement, they exert a higher influence in the prediction of 10th grade students' achievement. Moreover, the performance measure exhibited higher predictive power over the self-report one. Multi-group analyses indicated that some paths in the GPA model differ by gender while those in the Mathematics model differ by type of school. These findings suggested the importance of fostering students' EI in the academic context as a strategy of enhancing academic success.

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Investigaciones acerca de los efectos de la inteligencia emocional en el desempeño académico de los estudiantes han sido consideradas como contrapuestas a las percepciones tradicionales según las cuales un buen desempeño académico se debe a altos índices de inteligencia sin atención en lo emocional. La inteligencia emocional y su influencia en los logros académicos incorpora aspectos de relaciones interpersonales e intraper- sonales, así como la adaptabilidad, el humor y las habilidades para el ma- nejo del estrés; factores que generan un efecto profundo en el desempeño académico de los estudiantes (Farooq, 2003). Una investigación aplicada a estudiantes adolescentes de Pakistán utilizó como instrumentos de medi- ción la prueba EQ-i (Emotional Quotient Inventory) para medir la inteli- gencia emocional y la T-test como prueba estadística para la comparación de dos grupos

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