Paper: EMOTIONAL INTELLIGENCE: AN EMPIRICAL WORK

Dr. Carmen Ferrndiz (Murcia University) (carmenfg@um.es)

Mercedes Ferrando (Murcia University) (mferran@um.es)
Dr. Rosario Bermejo (Alicante University) (Rosario.Bermejo@ua.es)
Dr. Lola Prieto (Murcia University) (lola@um.es)

Paper presented at the European Conference on Educational Research,

University College Dublin, 7-10 September 2005

The Emotional Intelligence (EI) concept is widely discussed and many

authors are questioning the exiting relations between emotional intelligence
and general intelligence understood as a general factor. With the aim of give an
answer to the question we will proceed to analyse the existing relation between
itself, the general intelligence and the different intelligences proposed by
Gardner, with the aim of delimiting or not the different theory conceptions.

For that we have used a questionnaire for evaluating the emotional

intelligence designed by Chiriboga and Franco (2001) is made of 60 items with
four answers options (never, something, almost always, and always) and
includes the following abilities: self-conscious, self control, emotional
profitability, empathy and social ability.

The sample is composed by 98 students (from 7 until 8 years old)

belonging to three different schools of the provinces of Murcia and Alicante
(Spain). The results show that psychometric characteristic of the EI scale
referred to reliability is adequate, as it shows the internal consistency coefficient
by Cronbach offering a value of .7409.

The correlations between the different abilities that define EI and the
general intellectual quotient are very low and non significant, what confirms
the studies done by Mayer and Salovey (1997).

We can also observe that the correlations between the different EI scale
components are unequal. On one side, we find that the self-knowledge and

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social abilities variables are the ones that they have less relation with the rest of
abilities, been the emotional use and empathy variables the ones that show
more relation. So, the ability for been in a stage of permanent search and
persistency in the execution of the aims facing always the problems and finding
solutions that will define the emotional use variable, as well as, the ability to
understand the needs feelings and problems of other people, be in the own skin
of the others and responding correctly to the emotional reactions of the variable
empathy, that will be the ones defining the construct of the emotional
intelligence.

In the other side, the relation between the EI and the multiple
intelligences by Gardner is very low (with the exception of the existing relation
between the emotional use variable and the logical mathematical intelligence).
The Pearsons correlation indexes between the EI scale measures variables and
the total marks of the multiple intelligences evaluation scales are very low.

This result confirms the idea that the intelligence is multifunctional and
there are several intelligences independent one from each others (Stemberg
1985; Gardner 1983, 1999).

REVIEW OF EMOTIONAL INTELLIGENCE CONCEPT

Since 1980 new theories of intelligence have been introduced and are
gradually replacing the traditional theory. The whole child has become the
centre of education not only his reasoning capacities, but also his creativity,
emotions, and interpersonal skills. The Multiple Intelligences theory has been
introduced by Howard Gardner (1983), and the Emotional Intelligence theory
by BarOn (1985), Mayer and Salovey (1990) and Goleman (1995). IQ alone is no
more the measure for success; it only counts for 20%, and the rest goes for
Emotional and Social Intelligences, and luck (Goleman, 1995).

Emotional Intelligence: It is being able to monitor our own and others'

feelings and emotions, to discriminate among them, and to use this to guide our
thinking and actions (Salovey and Mayer, 1990). The emotionally intelligent

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person is skilled in four areas: Identifying, using, understanding, and
regulating emotions (Mayer and Salovey, 1993). According to Goleman (1995)
emotional intelligence consists of five components: Knowing our emotions (self-
awareness), managing them, motivating ourselves, recognizing emotions in
others (empathy), and handling relationships.

Achievement: it is refers to the student ability and performance; it is

multidimensional; it is intricately related to human growth and cognitive,
emotional, social, and physical development; it reflects the whole child; it is not
related to a single instance, but occurs across time and levels, through a
students life in public school and on into post secondary years and working life
(Steinberger, 1993); and also achievement is the quality and quantity of a
student's work. This second definition is the one that more or less applies to this
research, the former being too exhaustive. What we need here is the quality of
the students work; we need to calculate the mean of their overall grades during
the first semester of the current year.

REUVEN BARON EQ MODEL

Although there are over 60 emotional intelligence inventories and

assessments listed in Schutte and Malouffs 1999 book Measuring Emotional
Intelligence and Related Constructs, and many non-peer reviewed tests for
Emotional Intelligence (EI) or Emotional Quotient (EQ) are available now. But,
we are going to explain some instruments used for educational research.

According to Dr. Reuven BarOn, Emotional Intelligence is defined as an

array of noncognitive abilities, competencies, and skills that influence one's
ability to succeed in coping with environmental demands and pressures.

Based on 20 years of research by BarOn and completed by approximately

110,000 individuals worldwide. BarOn (1997) designed different tools to
measure the Emotional Quotient:

BarOn EQ-i self-report

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 It is the premier scientific measure of self-report social emotional
intelligence. The BarOn EQ-i assessment can be used when management or
employee development initiatives are being considered or to assist in the
recruiting or selection process. Research indicates that there is a strong
correlation between emotional intelligence and job performance, making the
BarOn EQ-i assessment the ideal screening tool to aid in selecting potentially
successful employees. You can create a profile of the top performers in your
organization to determine what skills are the most valuable to your company in
general and/or for particular job functions.

Self Report of Emotional Intelligence (EQ-360)

While the EQ-i self-report identifies the level of an individuals

interpersonal functioning based on his or her responses, the EQ-360
multirater assessment probes further by having those who work closely with
the client provide information as well. Combine external impressions of a
clients emotional functioning with the clients self-report for a complete
picture. The BarOn EQ-360 assessment can also be used to follow up and
measure progress where formal coaching has been employed as a development
strategy.

BarOn Emotional Quotient-Inventory: Youth Version (EQ-i:YV)

As with the BarOn EQ-i emotional intelligence assessment, the BarOn

EQ-i:YV assessment can be used to guide children 7 to 18 years old toward
feeling more positive about themselves. Children who are better able to cope
with stress, get along with others, and enjoy their lives become less impulsive
and more successful problem solvers and adapters. Development of these facets
of emotional and interpersonal skills can significantly help optimize academic
potential, interpersonal relationships, and ultimately, life success.

The BarOn-i:Youth Version is designed to measure a number of

constructs related to emotional intelligence. A growing body of research

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suggests that emotional intelligence is a better predictor of success than the
more traditional measures of cognitive intelligence (IQ).

The aim is to identify children whose emotional skills need improvement

may lead to early intervention, which in turn can help circumvent problems
with academic and interpersonal functioning. Such 'emotional training' can
prepare children to better cope with environmental demands and increase their
potential for success.

The EQ-i: YV is designed specifically for use with school-aged youths

(ages 7-18). This multidimensional scale consists of 60 items and takes
approximately 30 minutes to complete. It gives an overall EQ score as well as
scores for the following 7 composite scales and 15 subscales that probe an
individual's interpersonal and intrapersonal abilities, stress management,
adaptability, and general mood (BarOn, 1997; BarOn and Parker, 2000).

A. Intrapersonal Scale

The subcomponents of the Intrapersonal EQ scale include Self-Regard,

Emotional Self-Awareness, Assertiveness, Independence, and Self-
Actualization. The responses to items on the Total Intrapersonal composite
scale are indicative of an individual who has good self-understanding and who
is achieving well up to this point in his life.

Self-Regard The responses indicate reasonable self-regard and an

adequate degree of self-respect and self-confidence.

Emotional Self-Awareness The responses suggest highly effective

emotional self-awareness and indicate an individual who knows how his
feelings and emotions impact on his own opinions, attitudes, and judgments.

Assertiveness. The responses indicate a reasonably good ability to

express thoughts, feelings, and emotions.

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 Independence. The responses indicate an individual who is
independent in his thinking and who also has a strong preference to act
independently.

Self-Actualization. The results indicate an individual who feels

reasonably content with his accomplishments and with his ongoing activities
and roles.

B. Interpersonal Scale

This component of the Total EQ-i scale taps interpersonal capacity and
functioning. The subcomponents of the Interpersonal scale include Empathy,
Social Responsibility, and Interpersonal Relationship. Most interpersonal
situations are handled well and with confidence. Most of the time, the opinions
and attitudes of others are understood, and he has the ability to relate to people
reasonably well. The score is reflective of someone who is usually responsible,
dependable, and functions well in tasks involving making contact with others
and cooperation.

Empathy. The responses indicate an individual who has a good

awareness, understanding, and appreciation of the feelings of others most of
the time.

Social Responsibility. The responses pertaining to the Social

Responsibility scale indicate an individual who is cooperative and constructive.
People who show social responsibility will be helpful when interacting with
others and will actively contribute to the "community at large" (society, the
corporation, team, etc.).

Interpersonal Relationship The responses portray an individual who

has above average interpersonal skills. This is the scale that ties most directly to
the ability to interact with others. Students who show abilities for interpersonal
relationships are able to form agreeable relationships and alliances. This ability

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supports effective communication and the mutually beneficial exchanges of
ideas, feelings, and information.

C. Adaptability Scales

This part of EQ-i is composed of the Reality Testing, Flexibility, and

Problem Solving Scales and examines how successful one is in coping with
environmental demands based on one's ability to effectively size up and deal
with problematic situations. The Adaptability component is substantially
higher than average.

Reality Testing. The results indicate an individual who has an enhanced

ability to evaluate and grasp the correspondence between what he experiences
(the "subjective") and the facts/reality (the "objective"). This type of person is
often described as realistic, well grounded, and "tuned in" to whats going on
around him/her. The results indicate a fairly typical ability to adjust emotions,
thoughts, and behaviour in dynamic environments and changing conditions.
Like most people, significant changes may be perceived as difficult, but most
adjustments are handled adequately.

Flexibility. The results indicate a typical ability to adjust emotions,

thoughts, and behaviour in dynamic environments and changing conditions.

Problem Solving The responses to this scale reflect an effective approach

to resolving problems. Students who show some abilities to solve problems
probably has a very deliberating style, and are good at defining problems as
well as generating and implementing potentially effective solutions.

D. Stress Management Scale

The Stress Management component of EQ-i consists of the Stress

Tolerance and Impulse Control Subscales. Both components of this composite
scale are above average indicating a calm disposition, lack of impulsivity, and
the ability to withstand stress.

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 Stress Tolerance The results of the Stress Tolerance scale indicate an
enhanced ability to withstand adverse events and stressful situations. Students
who show some stress tolerance are generally able to cope with stress actively
and effectively. They are generally calm and rarely gets overly anxious or
agitated even when under pressure.

Impulse Control The results indicate effective impulse control ability

that suggests an individual who is able to resist or delay impulses, drives, and
temptations to act. Students who show a reflexive thinking or control of their
impulses are rarely impatient, rarely overreact, or lose control. Proper thought
is given to decisions and actions helping to avoid careless or costly mistakes.

E. General Mood Scales

The subcomponents of this composite scale consist of the Optimism and

Happiness subscales. These components of EQ-i:YV measure one's general
feeling of contentment and overall outlook on life. High scores on these
components indicate a positive outlook that can help bolster oneself and those
around. The results indicate an effective use of optimism to help maintain a
positive attitude. This characteristic is usually beneficial in handling difficult or
stressful situations

Optimism. The results indicate an effective use of optimism to help

maintain a positive attitude. This characteristic is usually beneficial in handling
difficult or stressful situations.

Happiness The responses to this scale indicate a person who feels

generally satisfied with life. Students who show happiness probably have a
happy and pleasant disposition that will help maintain, or perhaps even
promote, positive feelings in those around him. A positive atmosphere can help
lift spirits and improve overall functioning/performance.

Contains two validity indicators--The Positive Impression Scale, which

measures the extent to which an individual is trying to present himself or

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herself in an overly positive light and The Inconsistency Index, which helps
detect individuals who are responding haphazardly or in an inconsistent way.

This instrument can be used in clinical settings to assess an individual's

general degree of emotional intelligence, potential for emotional health, and
present psychological well-being, as well as to help establish clear therapeutic
goals and evaluate the success of a therapy or intervention program.

It is ideal for use in educational settings to help school psychologists and

professionals identify students whose inability to adequately cope with school
demands could lead to dropping out of school and/or the development of
emotional and behavioural problems.

MAYER AND SALOVEY EMOTIONAL INTELLIGENCE MODEL

Mayer et al, are the researchers who originated the term Emotional
Intelligence, view EI as an array of abilities that can be measured by your ability
to "read" emotions in faces, or in group interactions. The four branch model of
emotional intelligence describes four areas of capacities or skills that
collectively describe many of areas of emotional intelligence. More specifically,
this model defines emotional intelligence as involving the abilities to: accurately
perceive emotions in one self and others; use emotions to facilitate thinking;
understand emotional meanings; and manage emotions. This four branch
model represents what today has become called the ability model of emotional
intelligence. It is a refinement of the first formal models and measures of
emotional intelligence.

1. Emotional Perception and Expression.

Ability to identify emotion in ones physical and psychological states.

Ability to identify emotion in other people.

Ability to express emotions accurately and to express needs related to

them.

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 Ability to discriminate between accurate and honest and inaccurate or
dishonest feelings.

2. Emotional Facilitation of Thought (Using Emotional Intelligence)

Ability to redirect and prioritize thinking on the basis of associated

feelings.

Ability to generate emotions to facilitate judgment and memory.

Ability to capitalize on mood changes to appreciate multiple points of

view.

Ability to use emotional states to facilitate problem-solving and

creativity.

3. Emotional Understanding

Ability to understand relationships among various emotions.

Ability to perceive the causes and consequences of emotions.

Ability to understand complex feelings, emotional blends, and

contradictory states.

Ability to understand transitions among emotions.

4. Emotional Management

Ability to be open to feelings, both pleasant and unpleasant.

Ability to monitor and reflect on emotions.

Ability to engage, prolong, or detach from an emotional state.

Ability to manage emotions in oneself.

Ability to manage emotions in others.

Multifactor Emotional Intelligence Scale (MEIS)

The first comprehensive, theory-based battery for assessing emotional

intelligence as a set of abilities was the Multifactor Emotional Intelligence Scale
(MEIS, Mayer, Salovey and Caruso, 2002), which can be administered through
interaction with a computer program or via pencil-and-paper (Mayer, Caruso,
and Salovey, 1998, 1999). The MEIS comprises twelve ability measures that are
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divided into four branches, reflecting the model of emotional intelligence
presented earlier: (a) perceiving and expressing emotions; (b) using emotions to
facilitate thought and other cognitive activities; (c) understanding emotion; and
(d) managing emotion in self and others (Mayer and Salovey, 1997). Branch one
tasks measure emotional perception in faces, music, designs, and stories. The
second branch measures synesthesia judgments (e.g., How hot is anger?) and
feeling biases (translating felt emotions into judgments about people). Branch
three examines the understanding of emotion. Sample questions include,
Optimism most closely combines which two emotions? A participant should
choose pleasure and anticipation over less specific alternatives such as
pleasure and joy. Branch four comprises two tests oriented to measure
emotion management in the self and in others. The MSCEIT (Mayer Salovey
and Caruso Emotional Intelligence Test) is also based on the four-branch model
of emotional intelligence, but allows for the assessment of emotional
intelligence in less time than the MEIS. Poorly worded items have been
eliminated, and extensive normative data will be available.

Trait Meta-Mood Scale (TMMS)

The scale comprises 45 items oriented to assess emotional attention,

clarity and repair emotions. It is a Likert scale and the participants rate (5 point)
whether they disagree (1) to strongly agree (5) with each item. Higher scores
reflect higher EI. Internal reliability is 0.86, 0.87 and 0.82 for emotional attention,
clarity and repair emotions, respectively (Salovey et. al., 1995)

Mayer Salovey and Caruso Emotional Intelligence Test (MSCEIT)

It is composed by 141 items, endorsing one of five alternatives for

different problems (1) happiness to (5) extreme happiness. The subscales are:
perception, facilitation, understanding and regulation. Internal reliability for
these scales respectively are 0.87, 0.76, 0.73, 0.82.

In summary, emotional intelligence is the ability to perceive emotions, to

access and generate emotions so as to assist thought, to understand emotions

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and emotional knowledge, and to reflectively regulate emotions so as to
promote emotional and intellectual growth (Mayer and Salovey, 1997).

GOLEMAN AND THE EMOTIONAL COMPETENCE

In 1995 Daniel Goleman's best seller Emotional Intelligence was

published. His book has caused many to rethink common, existing definitions
of intelligence, and to focus on the more functional aspects of interpersonal and
personal strengths commonly used by successful, happy people. EQ is not
destiny - emotional intelligence is a different way of being smart. It includes
knowing your feelings and using them to make good decisions; managing your
feelings well; motivating yourself with zeal and persistence; maintaining hope
in the face of frustration; exhibiting empathy and compassion; interacting
smoothly; and managing your relationships effectively. Those emotional skills
matter immensely - in marriage and families, in career and the workplace, for
health and contentment. Goleman in 1995 agrees with Saloveys five main
domains of Emotional Intelligence (EI):

1. Knowing ones emotions. Self-awareness, recognizing a feeling while it

happens

2. Managing emotions: Handling feelings so that they are appropriate;

realizing what is behind a feeling; finding ways to handle fears and
anxieties, anger, and sadness.

3. Motivating oneself: Marshalling emotions in the service of a goal;

emotional self control; delaying gratification and stifling impulses

4. Recognizing emotions in others: Empathy and social awareness.

5. Handling relationships. Skills in managing emotion in others.

Goleman views EI as a set of competencies that can be measured by his

Emotional Competency Inventory (ECI). The ECI is a 360 feedback tool. The
score is a reflection of feedback from your boss, your peers, and those who

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report to you at work. The ECI model has changes from the original model
published in Daniel Goleman's book titled Working with Emotional
Intelligence.

What the ECI Measures?

Developed by Boyatzis, Goleman and Rhee this measure is designed to

assess competencies from four quadrants.

Self-Awareness includes emotional self-awareness, Accurate self-

assessment, and Self-confidence.

Self-Management includes Self-control, Adaptability, Conscientiousness

Trustworthiness, Initiative, and Achievement Orientation.

Social Awareness includes Empathy, Service orientation, and

Organizational awareness.

Social Skills includes Leadership, Influence, Developing others, Change

catalyst, Communication, Conflict management, Building bonds, Teamwork
and Collaboration

EMPIRICAL WORK

Aims

- To analyze the psychometric characteristics referred to reliability of

Emotional Intelligence Questionnaire.

- To establish the relationships between Emotional Intelligence and

General Intelligence (IQ test).

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 - To establish the relationships between Emotional Intelligence and
Multiple Intelligences activities.

Sample

The research is done with 98 students (from 7 until 8 years old),

belonging to the three different schools of the province of Murcia and Alicante
(Spain). The social-economical characteristics of the students families are
working class.

Instruments

IQ test (Battery of General and Differential Aptitudes)

The aim is to establish the cognitive profile of the student in respect to

the General Intelligence, analogical reasoning and spatial relation (Yuste,
Martinez Arias and Galve, 1998). In few words, these trials allow us to find the
IQ reefed to the students general intelligence, as well as the partial marks on
verbal, numeric and spatial factors.

Mutiple Intelligences evaluation activities

For the evaluation of multiple intelligences we used eleven activities

designed by Gardner and his colleagues (1998c) in the Spectrum Project with
the aim of evaluating multiple intelligences proposed by Gardner. We used
these activities in order to evaluate the implicit abilities in each of the
intelligences: linguistic, logical-mathematical, visual-spatial, kinaesthetic-
corporal, naturalist and musical. For each of the activities the observers count
with protocols or likert scale (from 1 to 4) observation scales, on which appear
the abilities of each of the intelligences matter of evaluation (Ferrandiz, Prieto,
Bermejo and Ferrando, 2005). As follows we present briefly these evaluation
instruments used in this study.

- Naturalist Intelligence

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 For the evaluation of this intelligence we use the activities of discovery
and the float and sink. All are oriented to evaluate the precise observation
abilities, relation identification, hypothesis formulation and testing,
experimentation, interest and knowledge of the natural world implicit in the
naturalist intelligence.

- Visual Spatial Intelligence

The evaluation of visual-spatial intelligence is developed in two sessions

with the following structured activities: create a sculpture, draw an animal,
draw a person and draw an imaginative animal. These activities pretend to
evaluate the representation, exploring and artistic talent activities.

- Corporal Kinaesthetic Intelligence

For the evaluation of this intelligence we use the activity called creative
movement oriented to assess the abilities of: rhythm, sensibility, expressivity,
corporal control and generation of ideas through movement.

- Linguistic Intelligence

The linguistic intelligence is developed through two sessions, one for the
activity of "Story teller and another for the reporter both oriented to evaluate
the following abilities: primary functions of the language; telling abilities and
the abilities reefed information (level of scaffolding, content precision,
argument structure, vocabulary complexity, level of details and sentence
structure).

- Logical-Mathematical Intelligence

This intelligence is assessed through the activity dinosaur game

oriented to evaluate the following abilities: numeric reasoning, logical and
spatial reasoning.

-Musical Intelligence

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 The musical intelligence is evaluated with the activity of singing that
pretends to evaluate the sensibility to the tone, to the rhythm and musical
capacity.

Emotional Intelligence Questionnaire

We used a questionnaire of emotional intelligence designed by
Chiriboga and Franco (2001) it is made of 60 items with 4 options of answer
(never, something, almost always, always) and includes the following abilities:
self-conscious, self control, emotional profitability, empathy and social ability

Self-conscious or Self-awareness. The scale is oriented to assess

emotions, recognizing feelings as they occur, and discriminating between them.
Also the scale include some items about emotional honestity and emotional
beedback. Some examples are:
I know when I do well the things
The most important to me is to win
I blame to others of my mistakes

Self-control. The aim of this scale is to measure the self-control

management that have children about their basic emotions (fear, happiness,
loneliness, anger, jealous, anxiety and so on). Some examples are:

When I feel insecure, I look for help.

When I feel angry, I show it.
When I am boring, I feel anguish.

Emotional profitability or Self- Motivation. The scale is oriented to

measure el optimism, self-steem, and persistence to finish the work and take
intellectual risk. Some examples are:

I feel motivated to study.

If somebody says something about me, I like it.
My opinion is important for my family.

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 Emphaty. This scale is oriented to assess if the students have a good
awareness, understanding, appreciation of the feelings of others most of the
time.

I know when a friend is happy

I like listening to the others

Social Ability. The objective is to measure the ability to manage

relationships, that is: handling interpersonal interaction, conflict resolution,
negotiations, conversation, listen to the others and also to motivate them. The
social ability is based on friendly and cooperative work. Some examples are:
I show love and sympathy for my friends
I like talking
It is easy to me make friends

DATA ANALYSIS
The data analysis includes a descriptive analysis of the Emotional Intelligence
Questionnaire. Also we pretend to study the psychometric characteristics of it and
analyse the existing relation between itself, the general intelligence and the different
intelligences proposed by Gardner, with the aim of delimiting or not the different theory
conceptions.

RESULTS

First, we present the descriptive analyses come from the Emotional Intelligence
Questionnaire (see table 1).

Descriptive statistics

T.
Mean Desv
.
Self-Cons. 2,8427 ,33201
Self-Contr. 2,9321 ,33221
Emot. Prof 3,2510 ,46879
Emphaty 3,1083 ,46977
Soc-abil. 3,1852 ,36858
EI 3,1031 ,27319

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Table 1. Measures and typical deviations of the variables that make the emotional intelligence
questionnaire.

As the table 1 shows the measures and typical deviations are very similar
to each other. The self-conscious component is the one that obtains a smaller
average with a value of 2.8 and having a .33 deviation, and the making the most
emotional variable obtains a higher average with 3.9 with a typical deviation
of .33. If we take into consideration that the questionnaire goes from 1 as
minimum value to 4 as maximum value, we observe that the measures are
slightly high. In relation to the typical deviations in general are small, what it
shows that the marks of the students are similar between them.

The EI scale psychometric characteristic referred to reliability is

adequate, as it shows the Kappa internal consistency coefficient by Cronbach
offering a value of .7409.

The EI concept is widely discuss and many authors are questioning the
exiting relations between emotional intelligence and general intelligence
understood as a general factor. With the aim of give an answer to the question
we will proceed to make a correctional analysis between the different
components included in the EI evaluation questionnaire, such as self-conscious,
self-control, emotional profitability, empathy, social abilities and general
intelligence (IQ). Table 2 shows the Pearsons correlation index between such
variables.

Correlations
Self-cons Self-cont Emo Prof Empathy Social Abi IQ
Self-cons 1
Self-cont .204 1
Emo Prof .315** .463** 1
Empathy .368 .358** .442** 1
Social Abi .161 .274* .401** .178 1
IQ .111 .137 .132 .096 .074 1
** The correlation is significant at level of 0.01 (bilateral)
* The correlation is significant at level of 0.05 (bilateral)
Table 2. Pearsons correlation coefficients between the emotional intelligence scale
and the general cognitive level.

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 As we can observe the correlations between the different abilities that
define EI and the general intellectual quotient are very low and non significant,
what confirms the studies done in this line of research by Mayer and Salovey
(1997).

We can also observe that the correlations between the different EI

questionnaire components are unequal. On one side, we find that the self-
conscious and social abilities variables are the ones that they have less relation
with the rest of abilities, been the emotional profitability and empathy variables
the ones that show more relationship. So the ability for been in a stage of
permanent search and persistency in the execution of the aims facing always
the problems and finding solutions that will define the emotional profitability
variable, as well as, the ability to understand the needs feelings and problems of
other people, and responding correctly to the emotional reactions of the
variable empathy, that will be the ones defining the construct of the emotional
intelligence.

In the other hand, the data shows that there is no relationship between
the EI and the multiple intelligences by Gardner (with the exception of the
existing relation between the emotional use variable and the logical
mathematical intelligence). As we can observe in table 3, the Pearsons
correlation indexes between the EI questionnaire measures variables and the total
marks of the multiple intelligences evaluation activities are very low.

Correlations
Emotional Prof

Empathy
Self-Consc

Self-Control

Social ability
Corporal

Viso-Spatial
Linguistic

Mathematic

Musical
Naturalistic

Self-Consc. ,024 ,043 ,164 ,135 ,025 ,167 1

Self-Control ,077 ,025 ,040 ,041 -,100 ,023 ,204 1
Emotional ,051 ,123 ,013 ,244* -,101 ,045 ,315** ,463** 1
prof.
Empathy ,035 -,011 -,085 ,168 ,039 -,101 ,368** ,358** ,442** 1
Social ,202 ,182 -,051 ,144 -,010 -,012 ,161 ,274* ,401** ,178 1
ability
** The correlation is significant at level 0,01 bilateral.
* The correlation is significant at level 0,05 bilateral.
Table 3. Pearsons correlation coefficients between the emotional intelligence questionnaire and the
Multiple Intelligences activities of Gardner.

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 This result confirms the idea that the intelligence is multifunctional and
there are several intelligences independent one from each others (Stemberg
1985; Gardner 1983, 1999).

CONCLUSIONS

We have to say that Emotional Intelligence has been verified as an

independent construct element from General Intelligence (IQ) and Multiple
Intelligences.

To all these we have to add that the questionnaire used for this
measuring has presented suitable psychometric characteristics.

The Emotional Intelligence is a construct that still requires research and

deepening, and according to the results of some researches done in the same
subject show its importance within the study of social and intellectual human
competence.

So we believe that it is useful and interesting to consider how important

the Emotional Intelligence is for academic performance.

Finally, it might be helpful to keep in mind that emotional intelligence

comprises a large set of abilities that have been studied by psychologists for
many years. Thus, another way to measure emotional intelligence or
competence is through tests of specific abilities.

REFERENCES

BarOn, R. (1985) The development of an operational concept psychological well-being.

Doctoral dissertation. Rhodes University, South Africa.

BarOn, R. (1997) Bar-On Emotional Quotient Inventory: User's manual. Toronto:

Multi-Health Systems.

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BarOn R. & Parker, J. (2000) Handbook of emotional intelligence. San Francisco, CA:
Jossey-Bass.

Boyatzis, R. E., Goleman, D., & Rhee, K. S. (2001) Clustering competence in

emotional intelligence: Insights from the Emotional Competence
Inventory (ECI). In R. Bar-on & J. D. Parker (Eds.), Handbook of emotional
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