情绪智力：理论基础、测量工具与实证研究综述
Journal: Educational Research DOI: 10.12238/er.v8i6.6123
Abstract
情绪智力自提出以来，经历了概念形成、理论发展和实证研究三个阶段。核心理论模型包括能力模型、混合模型和特质模型。测量工具主要有自我报告测量和最大表现测量。情绪智力对教育实践和心理健康等领域具有重要影响。未来研究应关注跨文化适应性、神经机制探索以及在实际应用中的深化。
Keywords
情绪智力；理论模型；情绪智力测量
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[3] Bar-On, R. The Emotional Quotient Inventory (EQ-i): Technical manual[M]. Toronto: Multi-Health Systems, 1997.
[4] Mayer, J. D., Salovey, P., & Caruso, D. R. Models of emotional intelligence[C]// STERNBERG R J. Handbook of intelligence. Cambridge, UK: Cambridge University Press, 2000: 396-420.
[5] Goleman, D. Emotional intelligence: Why it can matter more than IQ[M]. New York: Bantam Books, 1995.
[6] Petrides, K. V., & Furnham, A. On the dimensional structure of emotional intelligence[J]. Personality and Individual Differences, 2000, 29(3): 313-320.
[7] Petrides, K. V., & Furnham, A. Trait emotional intelligence: Psychometric investigation with reference to established trait taxonomies[J]. European Journal of Personality, 2001, 15(5): 425-448.
[8] Mavroveli, S., & Sanchez-Ruiz, M. J. The role of emotional intelligence in children's prosocial behavior[J]. Journal of Moral Education, 2011, 40(4): 457-473.
[9] Frederickson, N., Cohn, M. A., Coffey, K. A.,等. Open hearts build lives: Positive emotions, induced through loving-kindness meditation, build consequential personal resources[J]. Journal of Personality and Social Psychology, 2012, 102(6): 1112-1125.
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