【摘要】 情绪智力是以情绪或情感为操作对象所表现出的一种智力。本研究编制了《大学生情绪智力情境问卷》,并以此对全国范围内的3类地区14个大城市100所高校的11982名大学生首次进行大规模调查。结果发现:(1)大学生情绪智力总体水平尚可,但情绪表达能力欠缺。(2)在表达自己情绪能力上,男生要远高于女生;专科生比本科生更善于表达自己情绪和调控他人情绪,这种差异存在于本、专科每个相应的年级上;但专科三年级情绪智力水平较一年级时不升反降。(3)对情绪智力有显著影响的因素主要是人际关系、上网时间、教养方式、舆论关注等。更多还原

【Abstract】 College students’ emotional intelligence refers to intelligence that operates in an emotional context. A large-scale survey on the emotional intelligence of college students in China is a signifi cant though challenging endeavor. Based upon the theory of affective diathesis and the idea of developmental affection with classifi ed thoughts, the current study developed an original investigative tool with good reliability and validity — "The Situational Questionnaire on College students’ Emotional Intelligence". This instrument dealt with the complexities in affect measurement and is of great theoretical and practical signifi cance. The questionnaire was used to investigate college students’ emotional intelligence on four affects: emotional understanding ability, emotional expression ability, emotional control of oneself, and emotional control of others. They evolved from the operational level of affection. The questionnaire was administered to 11,982 college students, including vocational college students and university students. The geographical regions encompassed well-developed, developing and less-developed regions in China involving 100 colleges and universities of 14 major cities(Beijing, Shanghai, Nanjing, Guangzhou, Changchun, Zhengzhou, Xi’an, Wuhan, Xining, Lanzhou, Guiyang, Nanning, Haikou, and Kunming). The results showed: On the whole, the emotional intelligence of college students in China was positive, but the ability of emotional expression was weaker than the others.(1) Males did better than females in emotional expression.(2) Students of vocational colleges did better than students of universities in emotional expression and regulating others’ emotion; Vocational college students of fi rst-year did better than the corresponding university students in emotional expression and regulating others’ emotion; Vocational college students of second-year did better than the corresponding university students in regulating others’ emotion; And vocational college students of third-year did better than the corresponding university students in emotional expression.(3) Students of fi rst-year did better than students of third-year in vocational colleges in understanding others’ emotion and regulating others’ emotion. The factors affecting the emotional intelligence development of the college students were from four aspects: individuals, families, schools and society. The main factors affecting the identity level of affection were "public concern", "value identity", "self-demanding" and "interpersonal relationship". The main factors affecting the emotional intelligence are "interpersonal relationship", "time online", "parenting style," and "public concern".Item analysis, analysis of reliability and validity, exploratory factor analysis and confi rmatory factor analysis all verifi ed that the questionnaire met with the criterion of an effective measurement tool. This investigation crucially supplied the first-hand information for educators on how to improve the emotional intelligence of college students as well as for academics on the theoretical implications for emotional intelligence research.更多还原