Associations Between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood: The Influence of Age
Associations Between Emotional Intelligence, Socio-Emotional Adjustment, and Academic Achievement in Childhood: The Influence of Age
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DOI：
10.1177/0829573514521976
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发表时间：
2014-06-01
影响因子：
2.2
通讯作者：
Hadjimattheou, Anastasia
中科院分区：
文献类型：
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作者：
Brouzos, Andreas;Misailidi, Plousia;Hadjimattheou, Anastasia
本研究旨在探讨特质情绪智力与儿童在校社会情绪适应及学业成绩的关系。8至10岁（n = 106）和11至13岁（n = 99）的儿童完成了青少年版情商量表（EQ-i：YV）。他们的社会情绪调整是通过教师报告表中的量表来衡量的，该表评估了学校的社会情绪问题和适应功能。特质情绪智力与儿童的适应功能和学习成绩仅在11- 13岁组呈正相关，而在8- 10岁组不相关。我们的研究结果说明了在评估特质情绪智力与学校社会情绪适应和学业成绩之间的关系时，考虑年龄的重要性。这些研究结果的后果和局限性进行了讨论。
This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with scales from the Teacher's Report Form assessing socio-emotional problems and adaptive functioning at school. Trait EI was positively correlated with aspects of children's adaptive functioning and academic achievement only in the 11- to 13-year-old but not in the 8- to 10-year-old group. Our results illustrate the importance of taking age into consideration when assessing the relationship between trait EI with socio-emotional adjustment at school and academic achievement. The consequences and limitations of these findings are discussed.