The Associations between Emotional Intelligence and Academic Achievement: Mediator or Moderator effect of Learning Adaptability

被引：0

作者：

Xue Fei-Zhou ^{[1
]}

Yi Wen-Chen ^{[2
]}

Hui-Xie ^{[1
]}

Hong-Xie ^{[1
]}

机构：

[1] Bengbu Med Coll, Dept Nursing, Bengbu, Peoples R China

[2] Chinese Acad Sci, Inst Psychol, Beijing, Peoples R China

来源：

2013 IEEE INTERNATIONAL CONFERENCE ON INDUSTRIAL ENGINEERING AND ENGINEERING MANAGEMENT (IEEM 2013) | 2013年

关键词：

academic achievement; emotional intelligence; learning adaptability; moderator effect; mediator effect; VALIDITY;

D O I：

暂无

中图分类号：

T [工业技术];

学科分类号：

08 ;

摘要：

Objective: The purpose of this study was to explore the characteristics of the relationship between emotional intelligence and academic achievement, as well as to examine whether learning adaptability was a moderator or mediator between them. Methods: 610 college students were investigated by questionnaires consisted of emotional intelligence scale and college students' learning adaptability scale. Results: (1) Emotional intelligence was significantly associated with academic achievement (r = 0.36, p < 0.01). (2) Learning adaptability played partly a mediator role between emotional intelligence and academic achievement, but the moderator effect was not significant. Conclusion: The individuals with high emotional intelligence are able to obtain high learning adaptability, and high academic achievement.

引用

页码：1671 / 1674

页数：4

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