The differential effects of general mental ability and emotional intelligence on academic performance and social interactions

被引：83

作者：

Song, Lynda Jiwen ^{[2
]}

Huang, Guo-hua ^{[3
]}

Peng, Kelly Z. ^{[4
]}

Law, Kenneth S. ^{[1
]}

Wong, Chi-Sum ^{[1
]}

Chen, Zhijun ^{[5
]}

机构：

[1] Chinese Univ Hong Kong, Dept Management, Hong Kong, Hong Kong, Peoples R China

[2] Renmin Univ, Sch Business, Beijing, Peoples R China

[3] Hong Kong Baptist Univ, Dept Management, Hong Kong, Hong Kong, Peoples R China

[4] Hong Kong Shue Yan Univ, Dept Business Adm, N Point, Hong Kong, Peoples R China

[5] Hong Kong Univ Sci & Technol, Dept Management Org, Hong Kong, Hong Kong, Peoples R China

来源：

INTELLIGENCE | 2010年 / 38卷 / 01期

关键词：

Emotional intelligence; General mental ability; Academic performance; Social interaction; JOB-PERFORMANCE; INTERPERSONAL COMPETENCE; VALIDATION; CONSTRUCT; VALIDITY; QUALITY; UTILITY;

D O I：

10.1016/j.intell.2009.09.003

中图分类号：

B84 [心理学];

学科分类号：

04 ; 0402 ;

摘要：

This study considers the debate about whether emotional intelligence (EI) has incremental validity over and above traditional intelligence dimensions. We propose that El and general mental abilities (GMA) differ in predicting academic performance and the quality of social interactions among college students. Using two college student samples, we find support for the notion that El and GMA each have a unique power to predict academic performance, and that GMA is the stronger predictor. However, the results also show that El, but not GMA, is related to the quality of social interactions with peers. The theoretical contributions and implications of the study and some recommendations for future studies are discussed. (c) 2009 Elsevier Inc. All rights reserved.

引用

页码：137 / 143

页数：7

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