Emotional Intelligence has been a hot topic for both parents and educators in Hong Kong in recent years. Conceptually, emotional intelligence should be related to students' life satisfaction, positive attitudes towards life, and the attainment of various education goals. However, despite its growing popularity, there is relatively little empirical evidence showing these relationships. The purpose of the present study is to provide some empirical evidence to examine these effects in Hong Kong. A group of 30 university students helped generate emotional intelligence items and 20 of these items were selected empirically from the responses of another 100 university students. Then a sample of 225 six formers completed a questionnaire which measured their perceived emotional intelligence, life satisfaction, and powerlessness in their lives. Their form masters evaluated their performance in moral and social development. Attainment in intellectual education of these students was estimated by their HKCEE results. As expected, results indicated that emotional intelligence is positively related to life satisfaction, and performance in moral, social and intellectual development. It is also negatively related to powerlessness in life. Limitations for this study and implications for future emotional intelligence research are discussed.
近年情緒智商成為香港的家長和教育工作者的熱門話題，理論上，學生的情緒智商應與其生活滿足感、正面的生活態度及不同的教育目標有關，但有關的實微証據則不多，本研究的目的是在香港探索這幾個概念的關係，我們先以三十名大學生提供情緒智商的測量項目，然後以一百名大學生的資料選取其中最佳的二十項，接著我們請225 名預科生回答問卷，而他們的班主任則評估他們在德育和群育的表現，智育表現則以他們中學會考成績為指標，結果証明情緒智商與生活滿足感、生活態度、德、群和智育有關。最後，我們討論了本研究的限制及未來研究的方向。
[Copyright of New Horizons: The Journal of Education, Hong Kong Teachers' Associationl is the property of Hong Kong Teachers' Association at http://www.hkta1934.org.hk/]