【作者】 吴娟；

【导师】 王庆；

【作者基本信息】 四川师范大学 ， 发展与教育心理学， 2007， 硕士

【摘要】 情绪智力是传统智力所忽视的一种智力,对情绪智力的研究有助于解释传统智力难以解释的那部分个体差异,更好的探求个体成功的原因,但是目前情绪智力的研究,无论是理论模型还是测量都处于探讨阶段,众说纷纭,莫衷一是,尚没有一个得到广泛认可的模型和测量工具。本研究试图建构具有本土特点的情绪智力模型和实用量表,并将该量表用于在校大学生情绪智力方面的研究,探讨大学生情绪智力的特点,为当代大学生的心理健康教育工作提供理论依据。本研究首先回顾了国内外有关情绪智力概念的产生和发展历史,介绍了情绪智力模型及其研究的发展脉络以及基于各模型开发的情绪智力量表,并在此基础上,分析探讨各理论及测量工具的优势与不足。其次,在归纳总结文献研究的基础上,从情绪智力概念的内涵和外延的分析出发,结合访谈和开放式问卷调查,本研究试图建构更加合理的情绪智力模型及调查问卷。这一模型共分为四个纬度,即情绪知觉、情绪评价、情绪表达、情绪调控。根据情绪智力模型编制了情绪智力问卷。该问卷经过两次筛选,运用探索性因素分析的方法最后得出一套具有61个项目,5个纬度的情绪智力问卷,这五个纬度分别是情绪知觉、情绪评价、情绪表达、情绪调控和促进思维。经信度、效度检验和验证性因素分析,该问卷具有较好的信效度,且理论结构与数据拟合较好,是测量大学生情绪智力的较理想工具。最后,运用自编问卷,对四川省四所高校的513名大学生进行调查,分析了大学生情绪智力的特点,结果表明:(1)大学生情绪智力得分略呈负偏态分布,整体表现出正向趋势,但在各个因素中,存在发展不平衡。情绪表达与其他因素间存在显著差异。(2)大学生情绪智力在性别、生源地、年级、学校性质、学科背景、参加学生工作上存在差异。其中女生在情绪知觉、情绪评价上好于男生;城市学生在情绪评价上好于农村学生;三年级高于其它年级;本科生在情绪调控上好于专科生;参加学生工作的学生情绪智力好于没有参加学生工作的学生;不同学科背景在情绪评价上表现出差异;独生子女与非独生子女差异较小。更多还原

【Abstract】 The research on emotional intelligence, a kind of intelligence which has long been ignored by traditional intelligence, plays an important part in exploring the success of individuals. Based on the fact that there is still no adequate theory model or quantitative study tool, this thesis aims to set up a model and a scale of emotional intelligence with regional characteristics, and this research also tries to employ the new model and scale in the study of college students’ emotional characteristics, which can provide theoretical guidance for psychological education in college.The layout of the thesis is as follows:The first part of the thesis reviews the concept and former studies of emotional intelligence, and tells the merits and demerits of different theories.Based on the literature review, the second part tries to put forward a more adequate emotional intelligence model by analyzing the denotation and connotation of emotional intelligence and by interview and investigation. The new model involves four factors: emotional perception、emotional assessment、emotional expression、emotional regulation.Then the study devises a questionnaire according to this model. After two pilot studies,the study generates 61 items questionnaire using factor analysis technique.The model has five factorts: emotional perception、emotional assessment、emotional expression、emotional regulation and thought promotion. With high credibility and validity, this questionnaire proves to be the ideal tool for measuring college students’ emotional intelligence.The last part employs the questionnaire to analyze the characteristics of emotional intelligence of 513 college students from Sichuan Province of China, and comes to the conclusion that 1) college students’ emotional intelligence presents a little negative skewed distribution and of all the influencing elements, emotional expressing plays a significantly different role from others; 2) Different college students’ emotional intelligence shows their individuality according to their own age, hometown, grade, college, major, and their participation in the work of student’s associations: girls ate better than boys in the aspects of emotional perception、and emotional assessment; students from the city shows better emotional assessment than those from the rural area; juniors have higher emotional intelligence than other students; undergraduates regulate emotions better than those from technical schools; those who take part in the work of student’s associations are better in regulating emotions than those who do not; Difference in major also brings difference in emotional assessment; but the difference in having siblings or not does not affect emotional intelligence.更多还原