Keywords:
Emotional intelligence; Academic achievement; Restore the experience; Stressful life events
情绪智力;学业成就;恢复体验;压力性生活事件
Abstract:
This paper takes Chongqing college students as the research object, in
a random stratified sampling survey method, to form the capacity for 302 valid
samples, on the relationship between the college students’ emotional intelligence and
academic achievement has carried on the empirical study, and based on the theory of
resource conservation theory and the characteristics of excitation, the introduction
of recovery experience as an intervening variable between emotional intelligence
and academic achievement, stressful life events as a moderator variable between
emotional intelligence and recovery experience. The results show that: (1) Emotional
intelligence has a positive effect on college students’ academic achievement. (2)
Emotional intelligence has a positive effect on college students’ recovery experience. (3)
To restore the relationship between experience-mediated emotional intelligence and academic achievement of college students. (4) Stressful life events positively regulate
the influence of emotional intelligence on college students’ recovery experience.
本文以重庆市高校大学生为研究对象,以随机分层抽样调查方式,形
成了容量为302 个的有效样本,对大学生情绪智力与学业成就的关系进行了实
证研究,并依据资源保存理论和特质激发理论,引入恢复体验作为情绪智力和
学业成就之间的中介变量,压力性生活事件作为情绪智力和恢复体验之间的调
节变量。研究结果显示:(1)情绪智力对大学生学业成就有正向影响;(2)
情绪智力对大学生恢复体验有正向影响;(3)恢复体验中介情绪智力和大学生学业成就之间的关系;(4)压力性生活事件正向调节情绪智力对大学生恢复体
验的影响。