Perera Harsha N
a University of Southern Queensland.
J Psychol. 2016;150(2):229-51. doi: 10.1080/00223980.2015.1079161. Epub 2015 Oct 29.
Considerable debate still exists among scholars over the role of trait emotional intelligence (TEI) in academic performance. The dominant theoretical position is that TEI should be orthogonal or only weakly related to achievement; yet, there are strong theoretical reasons to believe that TEI plays a key role in performance. The purpose of the current article is to provide (a) an overview of the possible theoretical mechanisms linking TEI with achievement and (b) an update on empirical research examining this relationship. To elucidate these theoretical mechanisms, the overview draws on multiple theories of emotion and regulation, including TEI theory, social-functional accounts of emotion, and expectancy-value and psychobiological model of emotion and regulation. Although these theoretical accounts variously emphasize different variables as focal constructs, when taken together, they provide a comprehensive picture of the possible mechanisms linking TEI with achievement. In this regard, the article redresses the problem of vaguely specified theoretical links currently hampering progress in the field. The article closes with a consideration of directions for future research.
学者们对于特质情绪智力（TEI）在学业成绩中所起的作用仍存在大量争论。占主导地位的理论观点是，TEI应该与成绩呈正交关系或仅存在微弱关联；然而，有充分的理论依据相信TEI在学业表现中起着关键作用。本文的目的是（a）概述将TEI与成绩联系起来的可能理论机制，以及（b）介绍有关这一关系的实证研究的最新情况。为了阐明这些理论机制，该概述借鉴了多种情绪与调节理论，包括TEI理论、情绪的社会功能解释以及情绪与调节的期望价值和心理生物学模型。尽管这些理论解释各自强调不同的变量作为核心结构，但综合起来，它们提供了一幅将TEI与成绩联系起来的可能机制的全面图景。在这方面，本文纠正了目前阻碍该领域进展的理论联系规定模糊的问题。文章最后对未来研究的方向进行了思考。
