Emotional Intelligence vs. General Intelligence: Aspects to Consider in Teaching

The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (T...

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Bibliographic Details
Published in:Higher learning research communications 2014-03, Vol.4 (1), p.105
Main Authors: Martínez-Rubio, José Luis, Moraleda, Esther, Rodríguez, Blanca, García-Salmones, Lourdes, Primo, Manuel
Format: Article
Language:English
Subjects:
College Students
Correlation
Emotional Intelligence
Empathy
Foreign Countries
Gender Differences
general intelligence
Inteligencia emocional
inteligencia general
Intelligence
Intelligence Tests
Measurement
metodologías docentes / Emotional intelligence
Scores
Self Control
Statistical Analysis
teaching methodologies
Teaching Methods
Wellness
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Summary:The main objective of this study was to analyze the way in which emotional competencies (EI) in students are linked to general intelligence (IQ), and how the crossing of the two measurements determines their academic performance. To conduct this research, two tests were applied. First, the TEIQue (Trait Emotional Intelligence Questionnaire) assessment was administered and, secondly, the R scale of the PMA Test (Primary Mental Abilities). The sample consisted of 58 university students between 18 and 51 years old, of which 76% are women and 24% are men. The results show that there is no direct relationship between emotional intelligence and general intelligence. However, it is important to consider the size of the sample, since it presents limitations when interpreting the results. Nonetheless, an interesting finding is the interaction discovered between a performance indicator, such as the selectivity score, and the overall EI score. These results are in line with those found by Schutte et al. (1998). This result is even more significant, if possible, when realizing the selectivity score showed a negative correlation (inverse relationship) with the score on the PMA-R (Reasoning) test. [This paper was presented at the "Jornadas Internacionales de Innovación Universitaria" ("JIIU") (International Conference on Innovation in Higher Education) (10th, Villaviciosa de Odón Campus, Universidad Europea de Madrid, Spain, July 11-12, 2013).]
ISSN:2157-6254
2157-6254
DOI:10.18870/hlrc.v4i1.199