大学生情绪智力与气质类型的关系

用情绪智力量表、气质量表研究了410名大学生的情绪智力和气质类型及其二者的关系。结果显示:男生在黏液质上的得分显著低于女大学生;不同气质类型大学生的情绪智力具有显著的差异,胆汁质和多血质得分越高的大学生,其情绪智力也越高。     

Evaluation practices for college students with LD

To examine current practices in the use of psychoeducational evaluations for service delivery, we surveyed 91 service providers to college students with learning disabilities. The three purposes of the survey were to determine (a) whether service delivery decisions are based on information from psychoeducational evaluations, (b) which sections of the psychoeducational report are most useful in making service delivery decisions, and (c) the respondents' satisfaction with the tests and measurements for service delivery. The findings supported the common belief that data from psychoeducational evaluations serve as the primary basis for both eligibility and specific accommodation determinations. Respondents reported that all sections of the psychoeducational evaluation written report were useful, with the least useful section being test scores and the most useful being the summary of cognitive strengths and weaknesses. However, the section used most often for service delivery decisions was the professional's recommendations.     

Leadership competencies among Chinese gifted students in Hong Kong: The connection with emotional intelligence and successful intelligence

This study examined components of leadership competencies in relation to emotional intelligence and successful intelligence among 498 Chinese gifted students in Hong Kong. These students rated themselves significantly higher on goal orientation than leadership flexibility, which was also rated significantly higher than leadership self‐efficacy. They perceived greater strengths in social skills and utilization of emotions than management of emotions and empathy, and in practical abilities as opposed to analytical and creative abilities. In predicting the three components of leadership competencies, practical abilities and management of emotions emerged as common and significant predictors, suggesting that applied and pragmatic skills, tacit knowledge, and ability to manage and regulate one's emotions were all important in leadership.     

审美教育与大学生情感智力培养

情感智力作为影响人事业成功与否的重要心理因素，日益受到人们的认可和重视。如何培养大学生的情感智力，审美教育是一有效途径。审美教育对大学生身心健康成长具有积极意义。     

Disruptive behaviour of students in primary education and emotional intelligence

This study analyses the relation between disruptive behaviours and the emotional abilities of children in primary education. To do this, disruptive behaviour and emotional abilities were evaluated in 1422 pupils aged between 6 and 12 years of age at 11 education centres using EQIjv. No relation was found between disruptive behaviours and age, but one was found for sex and emotional abilities. Boys presented more disruptive behaviours than girls. However, there was a significant relation between disruptive behaviours and the general index of emotional intelligence. The most related abilities were stress management and interpersonal relations. Implications of these results are discussed.     

Successful graduate students: The roles of personality traits and emotional intelligence

Given the complex role of school psychologists, it is in the interest of stakeholders to identify characteristics related to student success in graduate training, which is suggestive of their effectiveness as practitioners. This study explores the relationship of personality traits and Emotional Intelligence (EI) to graduate students' performance in the classroom and the field. Participants were 63 school psychology students who completed measures of EI and Big Five personality traits. These measures were compared with two outcomes that can be indicators of success: Graduate grade point average (GGPA) and supervisor ratings of student performance at internship upon completion of their studies. EI was significantly correlated with GGPA; personality traits were not. The personality trait Conscientiousness and EI were significantly correlated with internship ratings. The implications and limitations of this preliminary data set for school psychology training programs are discussed. © 2011 Wiley Periodicals, Inc.     

Improving emotional intelligence and emotional self-efficacy through a teaching intervention for university students

Emotional intelligence continues to receive a substantial amount of attention from researchers who argue that it is an important predictor of health, wellbeing and in particular, work-related outcomes. Emotional self-efficacy, which is concerned with beliefs in one's emotional functioning capabilities, has recently been shown to be important in relation to graduate employability. However, there are very few empirical studies which demonstrate that emotional functioning ability is something that it is possible to teach and develop. This study investigates whether it is possible to improve levels of emotional intelligence and emotional self-efficacy in university students through a teaching intervention. The findings show that it is possible to increase emotional self-efficacy and some aspects of emotional intelligence ability. These findings are considered within the framework of graduate employability, as improving emotional functioning may be particularly important to young people who will shortly join the graduate working population.     

The influence of emotional intelligence on academic progress and achievement in UK university students

Previous research has found relationships between higher levels of emotional intelligence (EI) and academic success in both adolescents and adults. This study examines the relationship between overall EI and specific EI competencies in 135 undergraduate psychology students in the UK. EI was measured at the start of a psychology degree course using the Emotional Competence Inventory-University Edition (ECI-U II). Performance was assessed using retention statistics and students’ final average percentage mark (APM) at the end of their degree course. Results showed that there were no differences in overall EI or specific EI competencies in those students who graduated compared to those who failed to graduate. Whilst global EI did not significantly predict final APM, specific EI competencies (conscientiousness, adaptability, empathy, organisational awareness, and building bonds) significantly predicted APM after controlling for gender. Recommendations for the implementation of EI training in higher education institutions are considered.     

Extrinsic and intrinsic factors in graduation and academic failure among LD college students

A group of 110 LD college students were compared to a random stratified sample (RSS) of 153 peers attending the same moderately selective college between 1980 and 1988. The LD students received comprehensive, highly coordinated support services for at least one semester. The groups were matched on gender, college experience, semester, and year of entry to the college. The LD and RSS groups were compared on high school preparation and performance, ACT and college performance, and graduation and academic failure rate. Although the LD students’ high school records, ACT scores, and college performance were inferior to that of the RSS group, they graduated at the same rate and within the same time frame. Neither was there any significant difference in the academic failure rate. Closer examination of the LD graduates and academic failures’ performance showed that in spite of the similarities in intellectual abilities, academic achievement, and aptitude-achievement discrepancy, two factors differentiated between the LD graduates and non-graduates: oral language abilities and motivation and attitude toward the teaching-learning process. These two factors accounted for 60 percent of the variance in graduation status. This research was supported in part by grants from the Butz and Thorn River Foundations.     

论高职生逆商的培养

在竞争剧烈的当今社会,决定一个人成功的很重要的因素就是逆商的高低。逆商全称逆境商数,指人们面对逆境时的反应方式。亦可理解为面对挫折、摆脱困境和超越困难的能力。高职生是未来社会骨干力量,增强高职生的逆商,意义重大。针对高职生的特点及其逆商的现状,教育者应树立"以人为本"的教育理念,教育学生端正面对挫折的态度,培养学生坚强的意志品质,加强学生人格锻炼等以提高高职生的逆商。     

Meeting the evolving education needs of faculty in providing access for college students with LD

Faculty play an essential role in providing access for college students with LD. Though many recommendations exist in the literature for educating faculty about their roles regarding students with LD, it is unclear whether these strategies are actually addressing faculty needs. To examine this issue, the evolving role of faculty is discussed. Current practices in faculty education pertaining to college students with LD are reviewed. Discrepancies between the evolving faculty role and current faculty education practices are examined. Guiding questions are proposed for expanding faculty education efforts and models to keep pace with the evolving faculty role in providing access for college students with LD.     

Changes in students in relation to college environments

This study is organized as follows: first, students' attitudes to their college environments are measured, using a subjective scale; second, objective indices are calculated, using factual information such as size of college, qualifications of staff, etc.; third, the measured changes in students in variables such as academic achievement, educational attitudes, personality traits, values, practical teaching are related to the conditions of the environments in terms of the previous two scales (subjective and objective).The data analyzed relate to ten colleges of education. A complete sample (n=1,247) of the student intake was evaluated at the beginning and at the end of their three-year course.The two main predictors of change in students were found to be: (1) the college emphasis on science, and (2) the democratic structure of the college.     

情感教育在大学生思想政治教育中的有效实现

在复杂的社会形势下,大学生的心理状况发生了新的变化,大学的思想政治教育工作也面临新的挑战。本文从阐释进行情感教育的必要性出发,了解情感教育的内容,找到进行情感教育的有效途径,进而促进大学生的思想政治教育。     

Gender as a moderator of relation between emotional intelligence and career development

The purpose of this study is to examine the relationship of emotional intelligence with career development and the moderating role of gender in the relationship. This study adopted a survey research design. Questionnaires were used to obtain data on emotional intelligence, career development and demographic factors from 485 secondary school students （male=255, female=230） randomly selected from 5 states in southwestern Nigeria. Data analysis included regressing career decision-making self-efficacy and career maturity on emotional intelligence and gender. Results indicated that emotional intelligence and gender predicted career development and gender moderated the relationship between emotional intelligence and career development. The implication of the findings is that counseling psychologists should assess the emotional intelligence of the male and female students when conducting career counseling. In addition, the findings suggest that the students need to be exposed to counseling interventions for enhancing their emotional intelligence. This study is able to demonstrate the relationship of emotional intelligence and career development of secondary school students in Nigeria and the first to explore the moderating role of gender in the relationship.     

Validation of Stanford-Binet intelligence scale: Fourth edition abbreviated batteries with college students

This study investigated the relationship between the Stanford-Binet Intelligence Scale: Fourth Edition (SB:IV) abbreviated batteries and the complete battery among a group of college students to determine the suitability of SB:IV short forms in educational planning and counseling contexts when an ability estimate is needed. A sample of 38 college students was administered the full battery SB:1V, and scores for four abbreviated batteries were extracted from the complete battery according to instructions in the test manual. The four abbreviated batteries were SF2 (Vocabulary and Pattern Analysis), SF4 (SF2 plus Bead Memory and Quantitative), SF6a (SF4 plus Memory for Sentences and Comprehension), and SF6b (SF4 plus Memory for Digits and Comprehension). Analyses revealed that all short-form SASs were significantly lower than the Composite SAS derived from the complete battery. Correlations between the complete and short forms were all highly significant. Approximately one third of the sample showed discrepancies of at least three standard errors of measurement between the short-form and complete-battery Composite SAS. These findings suggest a lack of comparability between short-form and complete-battery SASs on the SB:IV. Further implications for the validity of these abbreviated batteries and future areas of research are discussed.     

Social information processing and emotional understanding in children with LD

The present study aimed to comprehensively examine social cognition processes in children with and without learning disabilities (LD), focusing on social information processing (SIP) and complex emotional understanding capabilities such as understanding complex, mixed, and hidden emotions. Participants were 50 children with LD (age range 9.4-12.7; 35 boys, 15 girls) and 50 children without LD matched on grade, age, and gender. Children analyzed 4 social vignettes using Dodge's SIP model and completed 2 emotional recognition tasks (pictures and stories) and 4 emotional knowledge tasks, such as providing definitions and examples for 5 emotions (e.g., loneliness, pride, embarrassment). Study results demonstrated that children with LD had major difficulties in SIP processes and consistent difficulties with the different tasks in the understanding of complex emotions and in higher emotional understanding capabilities, such as understanding that 2 conflicting emotions (love and hate) can be simultaneously experienced. We discuss the implications of such difficulties for the understanding of social competence in children with LD as well as their implications for social skills intervention.     

An update on NCAA college freshman academic requirements: the impact on students with LD

A recent landmark settlement between the National Collegiate Athletic Association (NCAA) and the U.S. Department of Justice addressed many crucial issues relating to the eligibility of high school students with learning disabilities (LD) and their participation in college freshman athletics. Although the changes agreed upon in the consent decree should have wide-ranging ramifications generally in favor of students with LD, the more subjective nature of these changes opens the door for inevitable inconsistencies, biases, and possible abuses. In addition, larger issues remain unresolved, including (a) the NCAA's denial that is covered by the Americans with Disabilities Act, (b) the inconclusive status of whether college athletics is a major life activity, (c) the NCAA acting as a de facto national school board without rigorous research for setting policy on an informed basis, and (d) the lack of serious initiative on the part of the NCAA to take on a more supportive role in educational reform.     

大学生情绪智力、成就动机及学业成绩量化研究

应用情绪智力量表(EIS)、成就动机量表(AMS)等随机调查的方式探究是否担任过学生干部、是否独生子女对大学生情绪智力、成就动机、学业成绩方面的影响及情绪智力与成就动机、学业成绩之间的关系.其结果表明:担任过学生干部的同学情绪智力水平显著高于未担任过学生干部的同学;是否独生子女对情绪智力没有显著影响;大学生情绪智力和成就动机显著正相关,和学业成绩不存在显著相关.