(1998). Human cognitive abilities: A survey of factor analytic studies. Gifted and Talented International: Vol. 13, No. 2, pp. 97-98.

Human cognitive abilities: A survey of factor analytic studies

韧性（resilience）是指个人面对生活逆境、创伤、悲剧、威胁及其他生活重大压力的良好适应，也是个人应激（stress）和应对（coping）的正面结果。在过去的数十年，护理学等健康相关领域的学者们一直在关注为什么一些人在逆境、压力、疾病等高危（high risk）经历下也能较好地维持健康，而一些人则被逆境打败，身心健康也随之处于不良状态。近年来，应激心理学、健康心理学、精神医学、教育学、护理学等各学科对韧性概念越来越重视，尤其是临床领域的研究，从过去强调人的缺点和脆弱性的病理模式转变为关注个人的优势和强韧性的健康模式。

韧性（Resilience）的概念分析

/pdf/defying-the-crowd-cultivating-creativity-in-a-culture-of-21o9g85nzm.pdf

Defying the Crowd: Cultivating Creativity in a Culture of Conformity

The distal roots of emotional intelligence (EI) can be traced back to the concept of “ social intelligence, ” coined by E. L. Thorndike (1920) to refer to the ability to understand and manage people and to act wisely in human relations. Its proximal roots lie in Gardner ’ s work on multiple intelligences and, more specifi cally, in his concepts of intra personal and interpersonal intelligence. According to Gardner (1999) , “ interpersonal intelligence denotes a person ’ s capacity to understand the intentions, motivations, and desires of other people and, consequently, to work effectively with others ” (p. 43). By contrast, “ intrapersonal intelligence involves the capacity to understand oneself, to have an effective working model of oneself — including one ’ s own desires, fears, and capacities — and to use such information effectively in regulating one ’ s own life ” (p. 43). As a phrase, EI has been present in the literature for a relatively long time (Leuner, 1966 ), although it was not until later that the construct was introduced in a form that resembles one of its current manifestations (Payne, 1985 ; Salovey & Mayer, 1990 ). EI was propelled into prominence by Goleman ’ s (1995) best selling book and by a subsequent lead article in Time magazine (Gibbs, 1995 ). Theoretical accounts were soon followed by attempts to devise measures to assess the new construct (Bar On, 1997 ; Mayer, Caruso, & Salovey, 1999 ; Schutte et al., 1998 ). The process of test construction, however, did not consider the fundamental psychometric distinction between measures of typical and maximum performance (Cronbach, 1949 ; Hofstee, 2001 ). Consequently, some measures were based on self report (e.g. Schutte et al., 1998 ), whereas others attempted to develop items that can be responded to correctly or incorrectly (Mayer et al., 1999 ). Petrides and Furnham (2000, 2001) noted this was problematic because different measurement approaches would almost certainly produce different results, even if the

Ability and Trait Emotional Intelligence

BACKGROUND. Trait emotional intelligence (trait EI or trait emotional self-efficacy) refers to individuals' emotion-related self-perceptions (Petrides, Furnham, & Mavroveli, 2007). The children's trait EI sampling domain provides comprehensive coverage of their affective personality. Preliminary evidence shows that the construct has important implications for children's psychological and behavioural adjustment. AIMS. This study investigates the associations between trait EI and school outcomes, such as performance in reading, writing, and maths, peer-rated behaviour and social competence, and self-reported bullying behaviours in a sample of primary school children. It also examines whether trait EI scores differentiate between children with and without special educational needs (SEN). SAMPLE. The sample comprised 565 children (274 boys and 286 girls) between the ages of 7 and 12 (M((age)) = 9.12 years, SD= 1.27 years) attending three English state primary schools. METHOD. Pupils completed the Trait Emotional Intelligence Questionnaire-Child Form (TEIQue-CF), the Guess Who peer assessment, the Peer-Victimization Scale, and the Bullying Behaviour Scale. Additional data on achievement and SEN were collected from the school archives. RESULTS. As predicted by trait EI theory, associations between trait EI and academic achievement were modest and limited to Year 3 children. Higher trait EI scores were related to more nominations from peers for prosocial behaviours and fewer nominations for antisocial behaviour as well as lower scores on self-reported bulling behaviours. Furthermore, SEN students scored lower on trait EI compared to students without SEN. CONCLUSIONS. Trait EI holds important and multifaceted implications for the socialization of primary schoolchildren.

Trait emotional intelligence influences on academic achievement and school behaviour

This article analyses the relationship between trait emotional intelligence and academic performance, controlling for the effects of IQ, personality, and self-concept dimensions. A sample of 290 pr...

Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept:

The Emotional Quotient Questionnaire for Youth Version (EQ-i:YV) was tested and validated using a sample of 1655 Spanish students A detailed psychometric analysis provided evidence in support of the reliability of the EQ-i:YV and the robustness of its proposed five-factor structure Using different subsamples of participants, the associations between the EQ-i:YV and a series of relevant constructs (general intelligence, personality traits, self-concept, and academic performance) were examined, which also included data on another trait EI measure (TEIQue-ASF) Overall, the EQ-i:YV showed expected relationships to all other constructs Finally, the standard score provided can help to interpret the emotional skills, competences and facilitators of Spanish children and adolescents

Social and Emotional Intelligence in Childhood and Adolescence: Spanish Validation of a Measurement Instrument

Included among the basic objectives of Physical Education (PE) classes is the consolidation of habits of a healthy lifestyle among adolescents. However, the main studies in this field have focused on cognitive aspects related to students during these classes, yet they ignore the role that emotions can play in the adoption of future habits. Objectives: To analyze how emotions (emotional intelligence and emotional state) can influence the resilience and motivation of adolescents, as well as academic performance and adoption of healthy lifestyle habits. Methodology: 615 secondary school students between the ages of 14 and 19 participated (M = 16.02; SD = 1.57) in the study. A structural equations model was developed using the main variables and by applying some of the principles of Self-Determination Theory. The results show that emotional intelligence is positively related to positive emotions and negatively related to negative emotions. Positive emotions positively predict both self-motivation towards physical education classes and resilience. Resilience positively predicts self-motivation. Finally, self-motivation acts as a predictor of both academic performance and regular participation in physical activity. Conclusions: This study successfully shows the importance of focusing on emotions in PE classes inasmuch as emotion increases the tendency to get good grades and maintain active lifestyle habits. In this sense, focusing on the emotions of students in PE could prove quite beneficial.

https://www.mdpi.com/1660-4601/16/16/2810/pdf

Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents

The aim of this work is two fold: a) to study the mathematical-logic reasoning of a sample of Preschool and Primary education pupils; and b) to study the relationship between logical-mathematical intelligence and academic intelligence. In addition, we study gender and age differences. Two hundred and ninety-four pupils (aged 4 to 8) from three different schools in Murcia and Alicante (Spain) took part in this research. The instruments used were: a) seven activities oriented towards assessing multiple intelligences (linguistic, logical-mathematical, spatial, bodily-kinaesthetic, musical and naturalist intelligence; and b) BADyG (Battery of Differential and General Aptitudes), the aim of which is to assess the academic intelligence. The results showed statistically significant differences in mathematical-logical intelligence, with primary school pupils attaining higher scores. However, the data did not show statistically significant differences according to gender. Finally, it is necessary to pointed out that to assess logical reasoning using two different measures (dynamic, using multiple intelligences, versus psychometric) it very useful in order to achieve more complete information.

/pdf/estudio-del-razonamiento-logico-matematico-desde-el-modelo-26wb0jojaq.pdf

Estudio del razonamiento lógico-matemático desde el modelo de las inteligencias múltiples

What are the characteristics leading teachers to nominate gifted students in Spain? To answer this question, several demographic (i.e., gender, grade) and psychological (i.e., multiple intelligences, emotional intelligence, intellectual aptitude, and divergent thinking) characteristics of 563 secondary students nominated as gifted by their teachers were analyzed. Results showed a general gifted profile of the nominated students defined by higher scores in their naturalist and social intelligences, stress management, and verbal, mechanical, and spatial reasoning. Additional analysis indicated that students’ gender and grade also influenced teachers’ nominations of gifted students. Based on the associations among the demographic and psychological characteristics included in this study, nominated students could be classified in five specific gifted profiles, namely, moderately gifted students, social-emotionally gifted students, artistically gifted students, intellectually gifted students, and generally gift...

Rosario Bermejo

Papers

Trait Emotional Intelligence and Academic Performance: Controlling for the Effects of IQ, Personality, and Self-Concept:

Social and Emotional Intelligence in Childhood and Adolescence: Spanish Validation of a Measurement Instrument

Influence of Emotional Intelligence, Motivation and Resilience on Academic Performance and the Adoption of Healthy Lifestyle Habits among Adolescents

Estudio del razonamiento lógico-matemático desde el modelo de las inteligencias múltiples

Characteristics Leading Teachers to Nominate Secondary Students as Gifted in Spain.