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During a three-wave longitudinal survey (10\n                    <jats:sup>th<\/jats:sup>\n                    \u201312\n                    <jats:sup>th<\/jats:sup>\n                    grades), 222 students, ages 14\u201318\u00a0years old at the first round of data collection (\n                    <jats:italic toggle=\"yes\">M<\/jats:italic>\n                    <jats:sub>age<\/jats:sub>\n                    = 15.4,\n                    <jats:italic toggle=\"yes\">SD<\/jats:italic>\n                    = 0.63) and mostly female (58.6%), completed questionnaires on ITEI, emotional intelligence (EI; ability and trait), and emotions towards school. The results provided evidence for the relation of ITEI with EI (ability and trait) in the following year and their extended link with students\u2019 emotions towards school and academic achievement (Portuguese academic grade) at the end of secondary school. In addition, ability and trait EI mediated the link of entity ITEI and negative emotions and achievement. The findings suggest the importance of fostering more dynamic ITEI among students as a mean for enhancing emotional and academic outcomes.\n                  <\/jats:p>","DOI":"10.1177\/00332941231183327","type":"journal-article","created":{"date-parts":[[2023,6,10]],"date-time":"2023-06-10T11:16:06Z","timestamp":1686395766000},"page":"2732-2756","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":14,"title":["Implicit Theories of Emotional Intelligence and Students\u2019 Emotional and Academic Outcomes"],"prefix":"10.1177","volume":"128","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-5225-3059","authenticated-orcid":false,"given":"Ana","family":"Costa","sequence":"first","affiliation":[{"name":"Faculty of Psychology and Education Sciences, University of Porto\/Portugal"}]},{"given":"Lu\u00edsa","family":"Faria","sequence":"additional","affiliation":[{"name":"Faculty of Psychology and Education Sciences, University of Porto\/Portugal"}]}],"member":"179","published-online":{"date-parts":[[2023,6,10]]},"reference":[{"key":"e_1_3_5_2_1","doi-asserted-by":"publisher","DOI":"10.1007\/s10648-011-9152-0"},{"key":"e_1_3_5_3_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1467-8624.2009.01265.x"},{"key":"e_1_3_5_4_1","doi-asserted-by":"publisher","DOI":"10.1111\/j.1751-9004.2010.00334.x"},{"key":"e_1_3_5_5_1","doi-asserted-by":"publisher","DOI":"10.1037\/a0029531"},{"key":"e_1_3_5_6_1","doi-asserted-by":"publisher","DOI":"10.1002\/jls.20138"},{"issue":"700","key":"e_1_3_5_7_1","first-page":"1","article-title":"Implicit theories and ability emotional intelligence","volume":"6","author":"Cabello R.","year":"2015","unstructured":"Cabello R., Fern\u00e1ndez-Berrocal P. 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