Imperial College London, St. Mary's Hospital, Division of Surgery and Cancer, Department of Surgery, UK.
Br J Educ Psychol. 2011 Mar;81(Pt 1):112-34. doi: 10.1348/2044-8279.002009. Epub 2010 Dec 3.
BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI 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 EI 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 EI 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 EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI 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 EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.
特质情绪智力（特质 EI 或特质情绪自我效能感）是指个体与情绪相关的自我认知（Petrides、Furnham 和 Mavroveli，2007）。儿童特质 EI 抽样领域全面涵盖了他们的情感人格。初步证据表明，该结构对儿童的心理和行为适应具有重要意义。目的：本研究调查了特质 EI 与学校成绩（如阅读、写作和数学成绩）、同伴评定行为和社会能力以及小学生自我报告的欺凌行为之间的关系。它还检查了特质 EI 分数是否可以区分有特殊教育需求（SEN）的儿童和没有特殊教育需求的儿童。样本：该样本包括 565 名年龄在 7 至 12 岁之间的儿童（男 274 名，女 286 名）（M（年龄）= 9.12 岁，SD= 1.27 岁），他们就读于三所英国公立小学。方法：学生完成了特质情绪智力问卷儿童版（TEIQue-CF）、猜猜谁同伴评定、同伴侵害量表和欺凌行为量表。学业成绩和 SEN 的额外数据从学校档案中收集。结果：正如特质 EI 理论所预测的那样，特质 EI 与学业成绩之间的关联是适度的，仅限于三年级儿童。较高的特质 EI 分数与同伴对亲社会行为的提名较多以及自我报告的欺凌行为较少有关，同时与 SEN 学生相比，无 SEN 学生的特质 EI 得分较低。结论：特质 EI 对小学生的社会化具有重要的多方面影响。
