Trait emotional intelligence influences on academic achievement and school behaviour
Trait emotional intelligence influences on academic achievement and school behaviour
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DOI：
10.1348/2044-8279.002009
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发表时间：
2011-03-01
影响因子：
3.7
通讯作者：
Sanchez-Ruiz, Maria Jose
中科院分区：
文献类型：
--
作者：
Mavroveli, Stella;Sanchez-Ruiz, Maria Jose
背景特质情绪智力（Trait emotional intelligence，trait EI或trait emotional self-efficacy）是指个体与情绪相关的自我感知（Petrides，Mavroveli，2007）。儿童的特质El抽样域提供了他们的情感人格的全面覆盖。初步证据表明，该结构对儿童的心理和行为调整具有重要意义。本研究以小学生为研究对象，探讨了特质EI与学习成绩（如阅读、写作、数学成绩、同伴评价行为、社交能力以及自我报告的欺凌行为）之间的关系。它还研究了是否特质EI分数区分儿童和没有特殊教育需要（SEN）。样本包括565名儿童（274名男孩和286名女孩），年龄在7至12岁之间（M-（年龄）= 9.12岁，SD = 1.27岁），就读于三所英国公立小学。小学生完成了特质情绪智力量表-儿童表（TEIQe-CF）、猜猜谁同伴评估、同伴受害量表和欺凌行为量表。从学校档案中收集了关于成绩和特殊教育需求的其他数据。正如特质El理论所预测的那样，特质El和学业成绩之间的关联是适度的，仅限于3年级的儿童。更高的特质EI分数与更多来自同龄人的亲社会行为提名和更少的反社会行为提名以及自我报告的欺凌行为分数较低有关。此外，有特殊教育需要的学生比没有特殊教育需要的学生在特质EI上得分更低。Trait El对小学生的社会化具有重要和多方面的影响。
Background. Trait emotional intelligence (trait El or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait El sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment.Aims. This study investigates the associations between trait El and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait El scores differentiate between children with and without special educational needs (SEN).Sample. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M-(age) = 9.12 years, SD = 1.27 years) attending three English state primary schools.Method. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives.Results. As predicted by trait El theory, associations between trait El and academic achievement were modest and limited to Year 3 children. Higher trait El scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait El compared to students without SEN.Conclusions. Trait El holds important and multifaceted implications for the socialization of primary schoolchildren.