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Related Experiment Video

Updated: Jan 16, 2026

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

Ana Altaras1, Zorana Jolić Marjanović1, Kristina Mojović Zdravković1

  • 1Department of Psychology, Faculty of Philosophy, University of Belgrade, 11000 Belgrade, Serbia.

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|September 26, 2025
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Summary
This summary is machine-generated.

Emotional intelligence (EI) and personality traits significantly impact collaborative problem solving (CPS) performance. EI directly and indirectly enhances CPS outcomes, while neuroticism positively affects task management in student teams.

Keywords:
Big Fivecollaborative problem solvingemotional intelligencepersonalitysecondary-school students

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Area of Science:

  • Psychology
  • Educational Psychology
  • Social Psychology

Background:

  • Collaborative problem solving (CPS) is crucial for academic and professional success.
  • Understanding the individual psychological factors influencing team performance is essential.
  • Emotional intelligence (EI) and personality traits are key individual difference variables.

Purpose of the Study:

  • To investigate the effects of team-level emotional intelligence (EI) and Big Five personality traits on students' collaborative problem-solving (CPS) performance.
  • To determine the direct and indirect contributions of EI and personality to CPS outcomes.
  • To analyze the impact of EI and personality on specific CPS processes.

Main Methods:

  • 162 secondary-school students were organized into 54 triads.
  • Participants completed the Mayer-Salovey-Caruso Emotional Intelligence Test and the Big Five Inventory.
  • CPS performance was assessed through video analysis of team interactions and the quality of the final solution.

Main Results:

  • Team EI abilities indirectly influenced CPS product through CPS processes, with understanding emotions having a direct medium-size effect.
  • Neuroticism positively affected task management (medium effect), extraversion negatively affected relationship management (small effect), and openness positively affected the CPS product (small effect).
  • Both EI and personality independently contributed to CPS performance, with EI showing direct and indirect effects and personality's contribution primarily through neuroticism.

Conclusions:

  • Emotional intelligence is a significant predictor of collaborative problem-solving success, impacting both processes and outcomes.
  • Specific personality traits, particularly neuroticism, play a role in task management within collaborative settings.
  • Integrating EI and personality assessments can provide a comprehensive understanding of factors contributing to effective teamwork and problem-solving.