Emotional Intelligence Of Middle School Students And Its Influence On Their Academic Record

This study used the Chinese version of “secondary students EmotionalIntelligence Scale” and “CRT” as the investing tool to do the survey andinvestigate651students fiom Huhehaote city Inner Mongolia AutonomousRegion (302of them from junior one,349of them from junior two) abouttheir emotional intelligence and cognitive intelligence,combining schoolachievement of the students.The aim of this study is to investigatedcharacteristics and law about emotional intelligence of students at differentstages and the ralations of students emotional intelligence and schoolachievement.The results showed that:(1) Junior students of different grades and boys and girls were nosignificant difference in emotional intelligence total scores and eachdimension.But boys and girls in the emontional utilization dimension scorewere significant difference,that is girls were significantly higher than boys.(2)Inner Mongolia Autonomous students’ emotional intelligenceassociates significantly with school achievement of the students,but theralation of the emontional management dimension and Chinese achievementand English achievement were not significant.Other three dimensionsassociates significantly with school achievement of every courses.(3)The students’ cognitive intelligence associates significantly withschool achievement of the students and the regression of theirs aresignificant.(4)By the ralation of cognitive intelligence and school achievement,wecan realise the ralation of emotional intelligence and school achievementwere independent.That is to say that emotional intelligence of students canforecast their school achievement.According to the results of the study,we insist that we should arrange emotional intelligence training for secondary students with apurpose.Meanwhile we should make full use of the positive affection ofemotional intelligence to the mentality of junior students to improve theschool achievement of students.