情绪智力和学业成绩

课程名称学术英语写作 开课时间2009年9月12日-2010年1月5日学院外语学院 学科专业学科教学（英语）学号2006212025 姓名张海啸 学位类别教育硕士 任课教师黄小苹 交稿日期2010年3月5日成绩 评阅日期 评阅教师签名 浙江师范大学研究生学院制ExploringtheRelationshipbetweenEmotionalIntelligenceandAcademicAchievementofHighSchoolStudentsinRuralAreas:ALiteratureReviewZhangHaixiaoM.Ed.CandidateofSubjectTeaching(English,2010),ForeignLanguageCollegeofZNUIntroductionAcademicachievementisundoubtedlyaresearchconcernedbyeducatorsandinvestigators.Intheirattempttosurveywhatdeterminesacademicachievementsoflearners,theyhavecomewithvariables,suchasmotivation(Clement,Dornyei&Noels,1994),parentalinvolvement(Comer,1984),anxiety(Fathi-Ashtiani,Tarkhorani,Ejei&Khodapanahi,2007)factors.Morerecently,anotheremergingdimensiontothedeterminantofacademicachievementiscognitiveskillsandpersonality,asParker,Creque,Harris,Majeski,Wool,andHogan(2004)havefoundthatmuchofthepreviousstudieshavefocusedontheimpactofdemographicandsocio-psychologicalvariablesonacademicachievement.Inspiteoftheseemingexhaustivenessofliteratureonthedeterminantsofacademicachievementoflearners,thereseemstobemoreareaofintereststobeinvestigated.Theawarenesstowardstheimportanceoftheroleofemotionalintelligencesparkednumerousstudieswhichareinterconnectedwithhumanemotionsinvariousaspectsoflife,suchascareerandeducation.Forinstance,Barchardnotedthatthefactorofemotionalintelligenceislookedasoneofthefactorsthatinfluencestudents’learningprocess(2003).InChina,academicachievementofhighschoolstudentsisalwaysassessedbythescoresofexamination,especiallytheNationalCollegeEntranceExamination,theresultofwhichdetermineswhetherastudentcanbeadmittedbyuniversities.However,thenewhighschoolEnglishcurriculumstandardsrequiresthattheaimoftheEnglisheducationshouldfocusmoreonnon-intelligenceteaching(emotionalintelligenceincluded)anditcauseanxietyamongteacherswiththedoubtthatifemotionalintelligencecouldpromotestudents5academicachievement,especiallythoseinruralareaswhoneedtogetahighscoreonNationalCollegeEntranceExaminationinordertogetinacollege.Theinvestigationoftherelationshipbetweenemotionalintelligenceandacademicachievementisneededtoclearupthedoubts.1.1.EmotionalIntelligenceThetermemotionalintelligence(EQ)derivesfromearlieridealsof“socialintelligence"byEdwardThorndike,astheabilitytogetalongwithotherpeople.In1975,HowardGardnerpublishedTheShatteredMind,whichintroducestheconceptofmultipleintelligences,whichmakespeopleconcernedmoreaboutnon-intelligence.TheconceptemotionalintelligencewasfirstusedasWaynePayneintroduceditinhisdoctoraldissertationentitled“Astudyofemotion:developingemotionalintelligence;self-integration;relatingtofear,painanddesire(theory,structureofreality,problem-solving,contraction/expansion,tuningin/comingout/lettinggo)"(徐&张，2002,pp.77-78),butwithlittleattention.ItwasPsychologistsPeterSaloveyandJohnMayer(1990)whopublishedtheirlandmarkarticle,“EmotionalIntelligence,"makingitthefirstformaltheory,andareviewofthen-existingliteraturethatmightpertaintoit(p.185).Since1990,theyhavebeentheleadingresearchersonemotionalintelligence.Intheirinfluentialarticle“EmotionalIntelligence,"theydefinedemotionalintelligenceas,“thesubsetofsocialintelligencethatinvolvestheabilitytomonitorone'sownandothers'feelingsandemotions,todiscriminateamongthemandtousethisinformationtoguideone'sthinkingandactions"(1990,p.189).Inthefollowingyears,theyhavedevisedthedefinitionformanytimes,andatlastafourbranchmodelofemotionalintelligencedescribingfourareasofcapacitiesorskillsthatcollectivelydescribemanyofareasofemotionalintelligencecameout.Morespecifically,thismodeldefinesemotionalintelligenceasinvolvingtheabilitiesto:accuratelyperceiveemotionsinoneselfandothers;useemotionstofacilitatethinking;understandemotionalmeanings,andmanageemotions(Mayer&Salovey,1997,p.11).In1999,Mayer,CarusoandSaloveyfinishedtheirtwostudieswiththeMEIS,onewithadultsandonewithadolescents,andusethefindingstoarguethatemotionalintelligencebehaveslikeatraditionalintelligence.AlthoughthetermofemotionalintelligencewascoinedbyMayerandSalovey,itwasrenderedpopularbyDanielGoleman(1995),makingtheconceptrisingtoprominencewithhisbookcalledEmotionalIntelligeiHeconcludedinhisinvestigationthatthelevelofIQcontributesonlyabout20%towardsone’saccomplishmentwhiletherestaredeterminedbyemotionalintelligence(Goleman,1995).SimilartoMayerandSalovey,Golemanalsodevelopedhisownideaaboutthedefinitionemotionalintelligence:anabilitytounderstandtheselfemotionandappliesthetalenttomakeeffectivedecisionsinlifeandidentifiedthefive'domains'ofEQas:Knowingyouremotions;Managingyourownemotions;Motivatingyourself;Recognizingandunderstandingotherpeople'semotions;Managingrelationships,i.e.,managingtheemotionsofothers(Goleman,1995).Thisdefinitionhasledtotheopinionthatthereisadeeprelationbetweenemotionalintelligenceandsuccessinmanydomainsoflife,suchasbusinessandeducation,suggestingthatemotionalintelligencequalifiesasanintelligencebecauseindividualscandiscriminateandmonitoremotionsinthemselvesandotherstosolveproblems.Moreover,emotionalintelligencedevelopsovertime,changesinthecourseofinvestigationandcanbeincreasedbymeansoftrainingprograms,andhasbeendefinedinmoreways,asRoberts,ZeidnerandMatthewsnoted,“resultinginconfusionsaboutthenatureofemotionalintelligenceandthebestwaytomeasureit"(ascitedinBastian,Burns&Nettelbeck,2005,p.1136).TherearetwodominantapproachestomeasuringemotionalintelligenceinschoolandlifeaccordingtoPetridesFredericksonandFurnham(2004,p.278):“traitEI”and“abilityEI”.TraitEIrefersto“aconstellationofbehavioraldispositionsandself-perceptionsconcerningone’sabilitytorecognize,process,andutilizeemotion-ladeninformation”，“measuredthroughself-reportquestionnairesandpertainstotherealmofpersonality”(Petrides,Frederickson&Furnham,2004,p.278).TheysuggestedthattraitEImeasurementassessesone’sself-perceptionsofhis/herownabilitytocorrectlyrecognizeprocessanduseemotionalinformation.AbilityEIrefersto"one’sactualabilitytorecognize,process,andutilizeemotion-ladeninformation”,andit“requirestheuseofmaximum-performancetestswithcorrectandincorrectresponsesandpertainsprimarilytotherealmofcognitiveability”(Petrides&Furnham,2004,p.278).Thus,PeterSaloveyandJohnMayer’s(1997)conceptualizationofemotionalintelligencehasbeenreferredtoasabilityEI,withtheirinstrumentMayer-Salovey-CarusoEmotionalInTest(MSCEIT)measuringone’sactualabilitybyusingobjectivecriteriaforcorrectandincorrectanswers,basedonthefourdomainsmodel.However,whethertherearevalidandreliablemeasurestoevaluateemotionalintelligenceisstillacontroversialissue.ThemeasurementofabilityEIremainsachallengingtask,however,themeasurementoftraitEIismuchmorestraightforwardandtherealreadyexistseveralwidelyusedinstrumentsforitsassessment(e.g.,Bar-On,1997;Schutteetal.,1998).Inrecentyears,abunchofresearchhavebeenintroducedtoChinesebysomepsychologists,however,mostofthemarediscussedtheoretically.Forinstance,severalmajortheoriesofemotionalintelligence,includingSaloveyandMayer'stheory,Goleman'stheoryandBar-on'stheoryaswellassomemaininstrumentsappliedtomeasureemotionalintelligence,suchasEQ-I,MEIS,ECI360andWPQeiwerepresented(曹，2007;刘，&蒋,2004;徐，&张，2002).徐and张(2002)identifiedtheinstrumentsintotwocategories:Mentalabilitytaskandself-report,andpresentedtheirowntheorywhichconsistsoffivemainfactorsandeighteensub-factorsonthebasisofthosetheories(p.81).TherearealsomoreandmoreresearcheshavingbeenmadeineducationtoemphasizetheimportanceofemotionalintelligenceinChina(项,2003;张,2005).1.2.AcademicAchievementandEmotionalIntelligenceAcademicsuccessinseniorhighschooleducationhasproventobeacomplexphenomenontostudy.MuchofthepreviousresearchhasfocusedonvariableslikeNationalCollegeEntranceExaminationandIQtests.Althoughthesevariablescanpartlypredictone’sacademicperformance,researchershavebecomeincreasinglyawarethatweneedtostudyabroaderrangeofpredictorsandtherehasbeenanincreasinginterestintheresearchofEIwithinaschoolcontext.Thussomecurrentresearchhasconcludedthatemotionalintelligenceandrelatednon-traditionalmeasuresofintelligence,suchaspersonalityandcognition,canbepredictiveofacademicandacademicsuccessthanIQtestsandothermeasures.Doctoralresearchhasdemonstratedtheimportanceofemotionalintelligenceskillstoacademicachievementandtestedperformanceofhighschoolandcollegestudents,andindicatedthatconstructivethinking,assertivecommunication,timemanagement,goalachievement,commitmentethicandstressmanagementskillsaresignificantpredictorsofacademicsuccessandtestedperformance(Nelson&Nelson,2003;Goleman,1995;Epstein,1998).Goleman(1995)suggestedinhisbookthatemotionalintelligencecanpredictacademicsuccessbetterthantraditionalmeasuresofintelligence.StudieshavealsoshownthatEIisassociatedwithimportantsocialoutcomesbyusingavarietyofself-reportmeasures,includingleadership(George,2000),interpersonaladjustment(Laura,Kloosterman,Anthony&Parker,2006).Withrespecttoacademicachievementtherearemixedfindingsandresearchhasprovidedconflictingevidenceregardingtherelationshipbetweenemotionalintelligenceandacademicsuccess,whichisoftenmeasuredbyGPAinAmerica.Hassan,SulaimanandIshak(2009)conductedastudytoidentifytheemotionalintelligencelevelamongschoolstudentsinruralareasandrelationshipsbetweenemotionalintelligenceandacademicachievementwiththemeasureofSSRI(SchutteSelf-ReportofEmotionalIntelligence),andconcludedemotionalintelligencewassignificantpositivelyincorrelationwithacademicachievementofallvariablesincludingstudents’agH(awdvgr,rni3trallresearchershaveobservedcorrelationsbetweenacademicperformanceandscoresontheEQ-i.Newsome,Day,andCatano(2000)usedtheEQ-iasameasureofemotionalintelligenceandfoundnocorrelationbetweenacademicperformanceandemotionalintelligence.Inrecenttimestherefore,extensiveresearcheshavebeenconductedtoexaminetheroleofemotionalintelligenceinChina.Specifically,Rong(2006)arguedthatschoolshouldhelpstudentslearntheabilitiesunderlyingtheemotionalintelligence.Inarecentstudiesconductedby张，陈，何and陈(2008),theydiscoveredthatvariousemotionalcompetencieswerestrongpredictorsofacademicsuccessandtestperformanceofhighprofessionalcollegestudent.Likewise,傅(2000)canvassedforinclusionofemotionalintelligenceintheschools'curricula(p.111).Inessence,theimportanceofemotionalintelligenceonacademicachievementhasbeenfoundtobeverysignificant.Nevertheless,andinspiteofthestudiesreviewed,thereisstillaneedtofurtherinvestigatetherelationshipofemotionalintelligencetoacademicachievementmostespeciallyincountrylikeChina,wheretheauthoritiesandmostteachershaverealizedtheviewofintelligence-focused-onlyshouldbereplaced,buttheNationalCollegeEntranceExaminationarestillimportanttothestudents5future.Thusteacherswanttoknowifemotionalintelligencecouldbenefitthestudents5academicperformanceinhighschool,especiallythoseinruralareasconsideringtheuniversitycanhelpthemtogetabetterlifeandjob.Ingeneralcontext,academicachievementhasbeenconnectedwithstudents’cognitiveintelligence,whiletheemotionaspecthasnotbeenemphasizedenough.Asaresult,thestudyofemotionalintelligenceneedstobewidenedtoopenupthemindsofparents,teachersandauthoritiesthatinvolvedintheprocessoflearningofthestudents.SincethepublicationofGoleman'sbook“EmotionalIntelligence"in1995broughtpublicdebateoverhowtoencouragestudentstolearneffectively,therehasbeensomeprojectscarriedoutinwesterncountriesandtheschoolstherearechallengedtodevelopacurriculumprogrammedthatprovidesaneducationwithabalancedandwholeapproachtostudents.Inthisreviewsofar,effortshavebeenmadeonwhatresearchershavepublishedonemotionalintelligence,andhowthesecouldimpactonacademicachievement.Itistheprimarypurposeofthisstudythereforetoinvestigatethesignificantimpactofemotionalintelligenceonacademicachievementofhighschoolstudentsinruralareas.Toeffectivelyanchorthispurpose,twoquestionsareinvestigated.Theyare:Doestheacquisitionlevelofemotionalintelligenceinruralhighschoolschangesignificantlyaccordingtogenderandagevariables?Isthereanyrelationbetweenemotionalintelligencelevelandstudents’academicperformance?ReferencesBarchard,K.A.(2003).Doesemotionalintelligenceassistinthepredictionofacademicsuccess?EducationalandPsychologicalMeasurement,63(5),840-858.doi:10.1177/0013164403251333Bastian,V.A.,Burns,N.R.,&Nettelbeck,T.(2005).Emotionalintelligencepredictslifeskills,butnotaswellaspersonalityandcognitiveabilities.PersonalityandIndividualDifferences,39(6),1135-1145.doi:10.1016/j.paid.2005.04.006Clement,R.,Dornyei,Z.,&Noels,K.A.(1994).Motivation,self-confidence,andgroupcohesionintheforeignlanguageclassroom.LanguageLearning,44,417-448.doi:10.1111/j.1467-1770.1994.tb01113.xComer,J.P.(1984).Home-schoolrelationshipsastheyaffecttheacademicsuccessofchildren.EducationandUrbanSociety, 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