Fluid Intelligence, Trait Emotional Intelligence and Academic Performance in Children with Different Intellectual Levels

Autor/inn/en	Li, Danfeng; Shi, Jiannong
Titel	Fluid Intelligence, Trait Emotional Intelligence and Academic Performance in Children with Different Intellectual Levels
Quelle	In: High Ability Studies, 32 (2021) 1, S.51-69 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1359-8139
DOI	10.1080/13598139.2019.1694493
Schlagwörter	Gifted; Prediction; Academic Achievement; Mathematics Achievement; Chinese; Correlation; Intelligence; Intelligence Tests; Questionnaires; Comparative Analysis; Validity; Emotional Intelligence; Scores; English (Second Language); Second Language Learning; Foreign Countries; Elementary School Students; China; Raven Progressive Matrices + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Vorhersage; Schulleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; China; Chinesen; Korrelation; Intelligenz; Klugheit; Intelligence test; Intelligenztest; Fragebogen; Gültigkeit; Emotionale Intelligenz; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Ausland
Abstract	This study examined the effects of fluid intelligence and trait emotional intelligence (trait EI) on academic performance in primary school-aged intellectually gifted and average children (8-11 years of age). One hundred and four average children and eighty gifted children were administered a Raven's Standard Progressive Matrices and a Trait Emotional Intelligence Questionnaire-Child Form. The results demonstrated that intellectually gifted children showed better academic performance than did average children in math, Chinese and English. Fluid intelligence and trait EI played different roles in predicting gifted and average children's academic performance, particularly in math and Chinese. Specifically, gifted children's academic performance was associated only with fluid intelligence, whereas average children's academic performance was related to both fluid intelligence and trait EI; trait EI had an incremental validity after controlling for fluid intelligence in predicting the average children's academic performance. The present study enhances our understanding of how cognitive and emotional abilities interact in intellectually gifted and average children's academic performance. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01