The Relationship Among Emotional Intelligence, Well-being, Interpersonal Relations, and Personality traits of Students in Elementary School

• Main Authors: Chi-Lung Chen, 陳騏龍
• Other Authors: I-Chung Lu
• Format: Others
• Language: zh-TW
• Published: 2001
• Online Access: http://ndltd.ncl.edu.tw/handle/04580566929651642004

碩士 === 國立屏東師範學院 === 教育心理與輔導研究所 === 89 === The main purposes of the study were to develop a measure of children''''''''s emotional intelligence, and to examine the relationship among children''''''''s emotional intelligence and well-being, interpersonal relations, personality traits. Six hundred and fifty-one sixth graders were sampled from two major cities of southern Taiwan. The instruments used were： Self Report Scale of Children''''''''s Emotional Intelligence, Self Report Scale of Children''''''''s Personality traits, Scale of Well-being, and Questionnaire of Interpersonal Relations. The main findings of this study were concluded as follows: 1. The children''''''''s emotional intelligence tended to be positive. 2. The children scored highest in the subscale of “knowledge of the emotion of the self”. Followed by “management of interpersonal relations, ” “self-encouragement,” “knowledge of the emotion of others,” and “management of one''''''''s own emotions”. 3. Girls had higher emotional intelligence than boys. 4. Emotional intelligence can predict the children''''''''s well-being and interpersonal relations independently. 5. As to the relationship between children''''''''s personality traits and emotional intelligence, there is a positive relationship between emotional intelligence and Agreeableness, Openness to experience, Conscientiousness, as well as Extraversion. Also, there is a negative relationship between children''''''''s emotional intelligence and Neuroticism. 6. The variance of emotional intelligence cannot be totally explained by personality traits. Suggestions are also provided related to parents, school educators and counselors, as well as further research.