Emotional Intelligence and the Big Five as Predictors of Students’ Performance in Collaborative Problem Solving

We examined the effects of emotional intelligence (EI) and the Big Five on students' performance in collaborative problem solving (CPS). 162 secondary-school students completed the Mayer-Salovey-Caruso Emotional Intelligence Test and the Big Five Inventory. Divided into 54 triads (64.8% female), they then collaboratively solved a complex social problem. Based on video-recordings of the CPS sessions, we assessed four CPS processes: the team's socio-cognitive exchange, socio-emotional interaction, task management, and relationship management. The CPS product (solution) of each team was judged by two independent raters. Using structural equation modelling (1) with team-level EI abilities as predictors, we found a small indirect effect (via CPS processes) of both understanding and managing emotions on the CPS product, and a medium-size direct effect of understanding emotions on the same criterion; (2) with team-level traits as predictors, a medium-size positive effect of neuroticism on task management, a small negative effect of extraversion on relationship management, and a small positive effect of openness on the CPS product. A model including both EI and personality confirmed their independent contributions to CPS performance, with EI abilities contributing both directly and indirectly to the CPS product, and the contribution of personality narrowed down to neuroticism positively affecting task management.