The Moderating Effect Of High School Students’ Emotional Intelligence And Personality On The Impact Of IQ Predicting Acdemic Achievement

Emotional intelligence and personality is the important influencing factors for the individual to obtain good social and academic achievements.Studies have shown that, in addition to the IQ, personality and emotional intelligence can significantly predict academic achievement of individual, and both of them can be used as a regulated variable influence on the prediction effect of IQ on academic achievement.In the study, in addition to innate factors, the change acquired is the key to achieve better academic performance.After entering high school, academic tasks of students become hard, as well as learning pressure increases, school, family and society evaluate the individual students according to their college entrance examination scores.Under this learning pressure, the emotionormal of individuals is vital for the effects of long-term educational achievements, at the same time, individual knowledge about emotions get also acquired and change, therefore, the effects of emotional intelligence on academic performance is particularly important.Past research more primarily to the individual stable personality influence on academic.The researchers hope to find the personality and emotional intelligence in the role of IQ predict academic achievement through the questionnaire survey analysis on this basis,and discusses the mechanism of the influence academic achievement, which can provide a theoretical basis for high school students to improve academic performance without any increased burden in the academic.According to the results of this research:1.There are four dimensions in the emotional intelligence scale of high school students, Including emotional perception, emotional control, emotional repair and emotional use, it can be use as a standardized tool after made preliminary survey and survey questionnaire,which certify that it has good reliability and validity.2.On different gender, the male is significantly higher than women on responsibility dimensions of personality, as well as significantly lower than women on extroversion, openness, agreeableness, and nervousness.Women is significantly higher than male on the emotional intelligence scores and each dimension score.In different disciplines, extroversion, students majored in science are significantly lower than that majored in liberal arts subjects on extroversion, openness and nervousness.3.personality, emotional intelligence and IQ can significantly predict the language achievement, while emotional intelligence can not predict math achievement.In groups, arts groups, boys, girls can adjust negative neuroticism intelligence forecast for language result,science group and the boys can adjust negative neuroticism IQ prediction of math;Arts group in the negative sense of responsibility can adjust the IQ of math prediction; Science group and the boys agreeableness can adjust negative IQ prediction of math.Arts group in openness positively adjust the IQ’s language result forecast; Boys, girls and arts group on IQ extroversion negative regulation of mathematics performance prediction.4.four dimensions of emotional intelligence in the liberal arts group were IQ can significantly positive adjustment of language result prediction; four dimensions in Emotional intelligence of science groups were negative for the forecast of math;in the boys’ group, emotional perception, emotional repair and emotional use can negative regulate intelligence prediction of math; in the girls’ group,emotional perception and emotional repair negative regulate the prediction of math.5.In the forecast of the influence for intelligence quotient(IQ) and language, personality adjustment is greater than the emotional intelligence; In the forecast of the influence for intelligence quotient(IQ) and mathematics, the regulation of emotional intelligence is greater than the personality;...