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.

摘要

这项研究检查了流体智力和特质情绪智力（特质EI）对小学适龄智力天才和普通儿童（8-11岁）的学业成绩的影响。对104名普通儿童和80名天才儿童进行了乌鸦标准进阶矩阵和特质情绪智力问卷-儿童表格的管理。结果表明，有智力天赋的孩子在数学，中文和英文方面表现出比普通孩子更好的学习成绩。流体智力和特质EI在预测有天赋的孩子和普通孩子的学习成绩方面扮演不同的角色，尤其是在数学和汉语方面。具体来说，有天赋的孩子的学业成绩只与流动智力有关，而普通儿童的学习成绩与体液智力和特质EI有关；在控制流体智力以预测平均儿童的学业成绩后，特质EI具有递增的效度。本研究增强了我们对认知能力和情感能力在智力有天赋的孩子和普通孩子的学习成绩中如何相互作用的理解。