تلخیص
Trait Emotional Intelligence combines emotion-related self-perceptions
and dispositions. Based on the assumption that EI is positively associated
with positive outcomes, the present study was aimed at investigating the
relationship between trait EI and students’ classroom behavior. Trait
Emotional Intelligence Questionnaire-Adolescent Short Form (Petrides,
2001) was administered to secondary school students (N = 496, men =
245, women = 251) (grade 9 = 229, grade 10 = 267). Their class fellow
were asked to classify them as: cooperative, disruptive, shy, aggressive,
dependent, leader, and intimidating to determine their classroom
behaviors. It was found that the students who scored higher on EI scale
were identified as being cooperative whereas low scorers were classified
as disruptive, shy and aggressive. Dependence, leadership and
intimidation were not significantly correlated with EI. Implications of the
findings are discussed in the context of educational settings.
Shumaila Shahzad, Saima Mushtaq. (2014) Does Students’ Trait Emotional Intelligence Affect their Classroom Behavior, Journal of Behavioural Sciences, Volume 24, Issue 1.
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