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III Congreso Nacional de Psicología - Oviedo 2017
Universidad de Oviedo

 

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Psicothema

ISSN Paper Edition: 0214-9915

2006 . Vol. 18 , Suplem.1 , pp. 118-123
Copyright © 2014     


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RELATING EMOTIONAL INTELLIGENCE TO SOCIAL COMPETENCE AND ACADEMIC ACHIEVEMENT IN HIGH SCHOOL STUDENTS

 

Paloma Gil-Olarte Márquez, Raquel Palomera Martín* and Marc A. Brackett**

University of Cádiz, * University of Cantabria and ** Yale University (USA)

This study investigated the discriminant, criterion and incremental validity of an ability measure of Emotional Intelligence (EI). High school students (N= 77) took the Mayer-Salovey-Caruso Emotional Intelligence Test - Spanish Version (MSCEIT V. 2.0, 2002), a measure of Big Five personality traits (BFQ; Caprara, Barbanelli, & Borgogni, 1993), an General Intelligence test (IGF-r 5; Yuste, 2002), and a social competence inventory (AECS; Moraleda, González, & García-Gallo, 1998). Students’ academic grades also were obtained from official school records at the end of the school year. As predicted, the MSCEIT was discriminable from well-established measures of personality and intelligence. The test was also moderately related to social competence and predicted students’ final grades. Most of the findings remained significant after personality and academic intelligence were statistically controlled. The potential utility of EI in the context of academic institutions is discussed.

La relación de la inteligencia emocional con la competencia social y los logros académicos en estudiantes de Educación Secundaria. En este estudio se ha investigado la validez discriminante, de criterio y concurrente de una medida de Inteligencia Emocional (IE). La muestra, compuesta por 77 estudiantes de Educación Secundaria, completó el Mayer-Salovey-Caruso Emotional Intelligence Test, en su versión española (MSCEIT V. 2.0, 2002), una medida de los Cinco Grandes factores de personalidad (BFQ; Caprara, Barbanelli y Borgogni, 1993), un test de Inteligencia General (IGF-r 5; Yuste, 2002) y un autoinforme de competencias sociales (AECS; Moraleda, González y García-Gallo, 1998). Finalmente, la escuela facilitó las notas finales de los estudiantes. El MSCEIT mostró una validez discriminante respecto a las medidas de personalidad e inteligencia general. También se obtuvieron correlaciones moderadas con la nota final y las competencias sociales, las cuales permanecieron significativas en su mayoría una vez controlado estadísticamente el efecto de la personalidad e inteligencia general. La potencial utilidad de la IE en el contexto académico es revisada.

 
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Correspondence: Paloma Gil-Olarte Márquez
Faculty of Education
University of Cádiz
11519 Puerto Real - Cádiz (Spain)
E-mail: paloma.gilolarte@uca.es

 

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