情绪智力结构的实证研究

通过编制问卷和对初中生情绪智力的调查,对我们先前提出的情绪智力概念以及发展性情绪智力的结构进行实证研究.结果表明,我们得到了一个模型拟合较好的情绪智力结构,达到了构想水平,验证了我们先前提出的关于情绪智力结构的理论构想.同时获得初中生情绪智力的特点的调查信息.     

两种情绪智力理论结构的理论导向功能

以655名被试为样本,对梅耶-沙洛维-库索情绪智力测验(MSCEIT V2.0)进行探索性因素分析,提取其测量的实证理论结构并与Mayer等人1997年情绪智力理论结构进行比较,揭示两种理论结构的导向功能.研究结果表明:MSCEIT V2.0中存在一个与1997年情绪智力理论结构迥异的实证理论结构,此理论结构不仅同类研究结果相对稳定,而且在结构严谨性、层次合理性、实证科学性和变量有效性等方面均优于1997年情绪智力理论结构,对情绪智力理论今后的发展具有明显的理论导向功能.     

22年情绪智力研究的现状、特点及趋势

运用文献研究法,对情绪智力理论提出22年以来的国内外情绪智力文献进行系统研究,其中国际文献1582篇/部,中国文献1130篇（含港、澳、台）,尝试从宏观的、大视角的学术角度出发,（1）对情绪智力研究文献的地域分布、时间分布、领域分布,分国际和国内两大部分进行比较研究;（2）总结情绪智力理论、实证和应用3大领域22年的研究特点,（3）分析今后情绪智力理论、实证和应用3大领域今后的研究发展趋势。     

情绪智力:多维度构思背后的信息

情绪智力作为影响个人发展与领导能力的关键变量已经得到许多关注。虽然许多研究都认为情绪智力更适合从一个多维度变量角度来探讨,但更多研究主要关注情绪智力的整体效应和差异,比较少从情绪智力的单一维度方面来进行研究。本研究以公务员群体来进行分析,运用多元方差分析和结构方程技术来分析人口统计特征对情绪智力多维度构思的影响,并特别关注情绪智力及各维度对个体绩效的影响。最后根据研究结果对与情绪智力相关的理论研究和管理实践提供一些建议。     

配偶情绪智力对员工工作投入的影响：员工生活幸福感的中介作用和性别的调节作用

本文关注配偶情绪智力对员工工作投入的跨领域的人际间影响。基于努力-恢复模型视角和情绪智力文献, 本文提出高情绪智力的配偶能够通过提升员工生活幸福感, 从而促进员工工作投入。此外, 通过整合社会性别角色理论, 本文进一步讨论了员工性别的调节作用。通过两个子研究, 本文发现：配偶情绪智力与员工生活幸福感之间呈现正相关关系; 员工生活幸福感与员工工作投入之间呈现正相关关系; 员工生活幸福感中介了配偶情绪智力对员工工作投入的影响; 并且, 员工性别调节了配偶情绪智力和员工生活幸福感之间的关系, 即当员工为男性时, 配偶情绪智力对该员工生活幸福感的正向影响更强; 此外, 员工性别还调节了员工生活幸福感在配偶情绪智力和员工工作投入之间起到的中介作用。本研究首次提出和检验了配偶情绪智力对员工工作投入的跨领域的人际间积极影响, 具有理论和实践上的重要意义。     

情绪智力的研究现状及其展望

有关情绪智力的研究受到人们广泛地关注。对情绪智力的理论来源、定义以及它的主要理论模型和主要应用领域的研究进行探讨,并比较分析了其中的能力模型和混合模型差异性,并提出了一些展望。     

大学生情绪智力特征的研究

本研究采用自编的大学生情绪智力量表．对重庆地区801名本科大学生情绪智力的特征进行了调查和分析。结果表明：大学生情绪智力量表具有较高的信度、效度,能够较客观地测量大学生的情绪智力的结构性特点;大学生的情绪智力总体上表现出积极的趋势,但其结构内部的发展不平衡,情绪的意识因素的发展高于情绪的行为因素;大学生的情绪智力存在显著的性别差异、一定的专业差异和一定的年级差异。     

实践智力、社会智力、情绪智力的概念及其教育价值

传统智力测验的单一性和其预测的有限性为其它类型智力概念的提出留下了空间。实践智力、社会智力和情绪智力分别从实际解决问题,与人相处及情绪知觉、调节和情绪对思维的促进等不同角度对智力概念进行了强调和扩展。它们与传统的智力理论并不矛盾,只是各有侧重。此外,不同智力概念的提出对教育观念和教育模式的改变亦会有所启发。     

多重情绪智力量表(MEIS)的信度、结构效度及应用评价研究

对多重情绪智力量表（MEIS）的信度和结构效度进行了实证检验,结果发现,MEIS的内部一致性信度（a）系数偏低,各分量表的分半信度系数很低;MEIS总量表的结构效度明显不足,对七个分量表的因素分析结果显示,每个维度对总量表的贡献率很低;无法满足Mayer和Salovey情绪智力4维度理论框架。对4个维度逐一进行二阶因素分析结果均揭示,MEIS明显缺乏每个维度所设定的4因素的结构效度,项目效率明显不足,因此,MEIS尚不具备有效测量情绪智力的功能。     

对情绪智力概念的探讨

人们对情绪智力研究的兴趣渐起．但围绕情绪智力的基本概念仍存在着一些值得探讨的问题。本文对情绪智力的术语本身、概念内涵和外延以及与非智力因素、社会智力的关系进行了探讨．以冀更好地确立其在心理学中的科学地位,促进这方面理论与实践的研究。     

Characteristic emotional intelligence and emotional well-being

Both theory and previous research suggest a link between emotional intelligence and emotional well-being. Emotional intelligence includes the ability to understand and regulate emotions; emotional well-being includes positive mood and high self-esteem. Two studies investigated the relationship between emotional intelligence and mood, and between emotional intelligence and self-esteem. The results of these studies indicated that higher emotional intelligence was associated with characteristically positive mood and higher self-esteem. The results of a third study indicated that higher emotional intelligence was associated with a higher positive mood state and greater state self-esteem. The third study also investigated the role of emotional intelligence in mood and self-esteem regulation and found that individuals with higher emotional intelligence showed less of a decrease in positive mood and self-esteem after a negative state induction using the Velten method, and showed more of an increase in positive mood, but not in self-esteem, after a positive state induction. The findings were discussed in the light of previous work on emotional intelligence, and recommendations were made for further study.     

中国背景下情绪智力与心理健康关系的元分析

本研究使用元分析的方法探讨了情绪智力与心理健康的关系（包括心理健康症状学指标、感知到的压力、应对方式、社会适应及主观幸福感）,共纳入104篇文献,151个独立样本和75754名被试。结果发现,个体情绪智力与积极应对、社会适应以及主观幸福感呈现显著正相关,与心理健康症状学指标、感知到的压力以及消极应对呈现显著负相关。此外,情绪智力与心理健康的关系受到出版年代、被试年龄、情绪智力理论模型和测量工具的调节作用。结论表明,情绪智力与积极心理健康变量的联系强于与消极心理健康变量的联系,且存在较长时期的稳定性。     

Emotional intelligence: a theoretical framework for individual differences in affective forecasting

Only recently have researchers begun to examine individual differences in affective forecasting. The present investigation was designed to make a theoretical contribution to this emerging literature by examining the role of emotional intelligence in affective forecasting. Emotional intelligence was hypothesized to be associated with affective forecasting accuracy, memory for emotional reactions, and subsequent improvement on an affective forecasting task involving emotionally evocative pictures. Results from two studies (N = 511) supported our hypotheses. Emotional intelligence was associated with accuracy in predicting, encoding, and consolidating emotional reactions. Furthermore, emotional intelligence was associated with greater improvement on a second affective forecasting task, with the relationship explained by basic memory processes. Implications for future research on basic and applied decision making are discussed.     

The effect of job stress on self-reported safety behaviour in container terminal operations: The moderating role of emotional intelligence

This study empirically examined the moderating effects of emotional intelligence on job stress and self-reported safety behaviour in the context of container terminal operations using survey data collected from 430 respondents who worked in the container terminals in Taiwan. A hierarchical regression analysis was used for data analysis. The research findings indicate that job stress negatively affects safety behaviour in terms of safety compliance, as well as emotional intelligence positively affects safety behaviour in terms of safety participation and safety compliance. Results also indicated that emotional intelligence plays a moderating role on the relationships between job stress and safety compliance. The theoretical and practical implications from the research findings are discussed.     

The mediating role of self-efficacy between emotional intelligence and job satisfaction of primary school teachers

IntroductionIn this study, it was analyzed whether self-efficacy has a mediating role between the emotional intelligence and job satisfaction of primary school teachers.ObjectiveIt is to test the relationships between primary school teachers job satisfaction, self-efficacy and emotional intelligence levels.MethodA path analysis was performed on a sample of 252 primary school teachers.ResultsIt was found that self-efficacy mediated the relationship between emotional intelligence and job satisfaction.ConclusionBased on the findings of the study, the relationships between emotional intelligence, job satisfaction and self-efficacy were discussed in the literature and various suggestions were made to concerned future researchers and practitioners.     

情绪智力的代际传递：有调节的中介模型

为考察父母情绪智力对青少年情绪智力的代际传递效应,同时探讨情感温暖的中介作用以及同伴关系的调节作用,对644名初中生及其父母进行调查,由父母报告自身情绪智力水平,青少年报告父母情感温暖、同伴关系以及自身情绪智力水平。结果发现：（1）父母情绪智力显著正向影响子女情绪智力。（2）父母情感温暖在父母情绪智力与子女情绪智力之间中介效应显著。（3）同伴关系在父母情感温暖影响子女情绪智力的路径中起显著调节作用。     

个体情绪智力与工作场所绩效关系的元分析

运用元分析方法对个体情绪智力与工作场所绩效的关系问题进行了探讨。来源于75项研究的87个独立样本满足了元分析的标准(N=12882)。元分析结果发现, 整体上个体情绪智力与工作场所绩效有中等程度的相关(r=0.28); 情绪智力测量工具、绩效衡量标准、实证数据特点和文化差异等会调节影响它们之间的关系; 在多种调节效应中, 中国文化背景下它们之间的关系最强(r=0.37)。结果表明, 情绪智力能有效地预测工作绩效; 情绪智力与工作绩效的关系强度受不同因素影响会发生小幅变化; 文化差异对它们之间关系的影响最为明显。此结果提供了情绪智力预测工作绩效的精确估计, 并能为未来情绪智力研究指引方向。     

The Impact of Childhood Emotional Abuse on Adolescents’ Subjective Happiness: the Mediating Role of Emotional Intelligence

Subjective happiness has been considered a key indicator of adolescents’ healthy development. The present study aimed at identifying the impact of childhood emotional abuse on adolescents’ subjective happiness and the possible role of emotional intelligence as a mediating variable. Using convenience sampling, a cross-sectional survey was conducted with 9 secondary schools in Hong Kong, China. Participants included a total of 1710 grade 8 to grade 9 secondary school students. The mean age was 13.6, and 61.2% were boys. Measures included child abuse and trauma, emotional intelligence, and subjective happiness. The results showed that childhood emotional abuse in adolescents’ childhood is a significant risk factor for subjective happiness. Emotional intelligence has a partial mediation effect on the relationship between childhood emotional abuse and subjective happiness. It is noteworthy that parenting practices in childhood have a significant impact on children’s happiness even after a period of time. It is suggested that students’ emotional intelligence be enhanced to increase their subjective happiness. Although the conventional parenting style may be rooted in Chinese culture, a paradigm shift in parenting seems to be needed for Chinese parents. Efforts should be made to promote appropriate parenting methods and emotional intelligence in Chinese societies. Limitations of the study and recommendations for future research are also discussed.