大学生情绪智力与情绪稳定性关系的探讨

目的探讨大学生情绪智力与情绪稳定性的关系。方法采用情绪智力量表(Emotional Skills and Competence Ques-tionnaire,ESCQ)和情绪稳定性诊断量表对大一至大四231名学生进行问卷调查。结果 1单因素分析结果显示,ESCQ的情绪认知(F=3.3,P0.05,4年级3年级)和情绪稳定性的焦虑(F=5.37,P0.01,4年级2年级)在年级差异上存在统计学意义,ESCQ的情绪调节(独生子女33.94±5.25,非独生子女35.81±4.86;t=2.79,P0.01)和情绪稳定性的自主性(独生子女17.24±3.85,非独生子女18.48±3.79;t=2.43,P0.05)在独生子女与否差异上存在统计学意义;2相关分析结果显示,ESCQ的各维度和总分与情绪稳定性的抑郁性(r=-0.18~-0.28,P0.05~P0.001)和焦虑(r=-0.20~-0.29,P0.01,P0.001)之间呈负相关,与自主性(r=0.37~0.44,均为P0.001)之间呈正相关;3多元回归分析结果显示,ESCQ的情绪认知对抑郁性有负向(β=-0.28,t=-4.43,P0.001)预测作用,ESCQ总分对焦虑有负向(β=-0.31,t=-5.02,P0.001)、ESCQ的情绪调节对自主性有正向(β=0.74,t=5.56,P0.001)预测作用。结论大学生情绪智力对形成情绪稳定有一定的影响作用。

Relationship between Undergraduates' Emotional Intelligence and Emotional Stability

Objective To explore the relationship between emotional intelligence and emotional stability of undergraduate students. Methods We adopted Emotional Skills and Competence Questionnaire（ESCQ） and Emotional Stability Scale to proceed a questionnaire survey of 231 students from freshman to senior. Results ①Single-factor analysis showed that Emotional Cognitive （F=3.3,P〈0. 05,Grade4〉Grade3） of ESCQ and Anxiety（F= 5.37,P〈0.01,Grade4〉Grade2）of Emotional Stability had a statistical significance on Grade Differences; Emotional Regulation （Only child ： 33.94 ± 5.25 ;Non-Only child： 35.81±4.86;t = 2. 79,P〈0.01） of ESCQ and Autonomy（Only child= 17. 24±3. 85;Non-Only child： 18.48±3.79;t=2.43,P-〈0.05） of Emotional Stability had a statistical significance on factor Only-child or not ;②Correlation analysis showed that the dimensions and total scores of ESCQ had negative correlations to Depressive（r=-0. 18=-0. 28,P〈0.05-P〈0. 001）and Anxiety（r=-0. 20--0. 29,P〈0. 01, P〈0.001 ）, and had a positive correlation to Autonomy （r = 0. 37- 0. 44, all were P〈 0. 001 ） ; ③Multiple regression analysis showed that Emotional Cognitive of ESCQ had a negative prediction to Depressive （β=-0.28 ,t=-4.43, P〈0. 001 ） ;The total score of ESCQ had a negative prediction to Anxiety（β=-0.31,t=-5.02,P〈0. 001）,and Emotional Regulation of ESCQ had a positive prediction to Autonomy （β= 0.74, t = 5.56,P〈 0. 001）. Conclusion The Emotional Intelligence of undergraduate students has some certain impacts on the formation of Emotional Stability.