本科畢業(yè)設(shè)計(jì)（論文）外文參考文獻(xiàn)譯文及原文學(xué)院經(jīng)濟(jì)管理學(xué)院專業(yè)工商管理年級(jí)班別學(xué)號(hào)學(xué)生姓名指導(dǎo)教師年月日情緒智力正確的收斂與判別內(nèi)部人際關(guān)系和情感能力摘要盡管取得了令人鼓舞的證據(jù),以正確的收斂與判別措施來表現(xiàn)情感的能力,本研究報(bào)告提出注意一個(gè)潛在的限制這種測(cè)量的方法。旨在評(píng)估情緒管理的趨向來衡量個(gè)人的知識(shí),而不是他們實(shí)際的自身情緒管理能力。為了減少這種限制,我們所采取的努力是開發(fā)和驗(yàn)證績(jī)效，反應(yīng)人際情感能力評(píng)估的有效性，一個(gè)人在情緒化的情況下的典型行為更加直接。已在進(jìn)行的一項(xiàng)研究,以277名參與者伴隨著自我發(fā)展的問卷,自我評(píng)估情緒的能力,進(jìn)行分量的多維智力測(cè)驗(yàn)和個(gè)性測(cè)驗(yàn)。結(jié)果,在很大程度上取得了預(yù)期的如何判別業(yè)績(jī)效果和收斂?jī)?nèi)在的人際情感能力關(guān)系的措施,自我估量對(duì)自身能力以及個(gè)性特征有很大影響。不過,沒有實(shí)質(zhì)性的研究發(fā)現(xiàn)如何認(rèn)知智能。關(guān)鍵詞情緒智力；人格；五大；情報(bào)目錄1說明111研究狀況22方法421參與者422測(cè)量4221情緒能力的實(shí)施效果4222情緒能力實(shí)施的個(gè)人報(bào)告5223認(rèn)知智能5224個(gè)性523程序63結(jié)果731情感能力發(fā)展量表732實(shí)行自我情感估計(jì)能力的關(guān)系74討論8原文101引言在過去十年中,有幾個(gè)理念建議情緒智商EI是可分為兩個(gè)相當(dāng)不同的群體的,即能力或信息加工模式MAYERMAYER,CARUSO,MAYER,SALOVEY,CARUSO,AMTHAUER,BROCKE,LIEPMANN,ONLYONECORRELATIONEXCEEDS40THESEFINDINGSPROVIDEFURTHEREVIDENCEFORTHEDISTINCTIVENESSOFPERFORMANCEBASEDEMOTIONALABILITYMEASURESCFOCONNORANDLITTLE,2003ANDROBERTSETAL,2001INADDITION,THEYSUPPORTTHEPROPOSEDCONCEPTUALDIFFERENTIATIONBETWEENINTRAPERSONALANDINTERPERSONALEMOTIONALABILITIESCFWESINGER,1998REGARDINGTHERELATIONSOFSELFESTIMATESOFEMOTIONALABILITIESTOPERSONALITYTRAITS,THECORRELATIONPATTERNFORINTRAPERSONALEMOTIONALABILITIESWASCOMPARABLETOTHATFORTHECORRESPONDINGPERFORMANCEMEASURENEVERTHELESS,AHIGHMULTICOLINEARITYWASFOUNDWITHNEUROTICISM,SUGGESTINGTHATALSOTHENEWLYDEVELOPEDSELFREPORTMEASUREOFINTRAPERSONALEMOTIONALABILITIESISNOTSUFFICIENTLYDISTINCTFROMEMOTIONALSTABILITYINCONTRASTTOTHIS,SELFASSESSEDINTERPERSONALEMOTIONALABILITIESTENDTOCORRELATEONLYMODESTLYWITHALLBIGFIVEPERSONALITYTRAITSHOWEVER,THECORELATIONALPATTERNSRAISESOMEPROBLEMSREGARDINGTHECONSTRUCTVALIDITYTHEFACTTHATALLCORRELATIONSAREOFSIMILARMAGNITUDECOULDMEANTHATSELFESTIMATESOFINTERPERSONALABILITIESMIGHTBEATLEASTPARTLYBIASEDBYAGENERALTENDENCYTOWARDSAMOREORLESSFAVORABLESELFDESCRIPTIONHOWEVER,THEANALYSESYIELDEDNOSIGNIFICANTRELATIONSOFTHEPERFORMANCEMEASURESOFEMOTIONALABILITIESTOCOGNITIVEINTELLIGENCECOMPONENTSSIGNIFICANT,BUTALSOWEAKRELATIONSTOCOGNITIVEINTELLIGENCECOMPONENTSWEREONLYFOUNDFORSELFASSESSEDINTRAPERSONALEMOTIONALABILITIESTHESEFINDINGSSUGGESTACONCEPTUALINDEPENDENCEOFINDIVIDUALDIFFERENCESINBEHAVINGADEQUATELYANDEFFECTIVELYINEMOTIONALSITUATIONSFROMCOGNITIVEINTELLIGENCE,EVENTHOUGHTHEEVIDENCEOBTAINEDHEREREQUIRESREPLICATIONHOWEVER,THETYPICALPERFORMANCEMEASURESWEREPARTICULARLYDESIGNEDTOASSESSTHEADEQUACYANDEFFECTIVENESSOFANINDIVIDUALSBEHAVIORSMOREDIRECTLYTHANTHECORRESPONDINGMAXIMUMPERFORMANCEMEASURESOFTHEMEISORMSCEIT,WHICHRATHERASSESSEMOTIONALKNOWLEDGEOFTHEEFFECTIVENESSOFEMOTIONRELATEDBEHAVIORSTHUS,THEDIFFERENTRELATIONSOFTHESETWOKINDSOFPERFORMANCEMEASURESIE,MEIS/MSCEITSUBSCALESVSOURPERFORMANCESCALESTOCOGNITIVEINTELLIGENCESUGGESTTHATMEASURESOFTHEEFFECTIVENESSOFEMOTIONRELATEDBEHAVIORSCANNOTBEEQUATEDWITHMEASURESOFTHEEMOTIONALKNOWLEDGEABOUTITMOREOVER,THEYREVEALTHATEMOTIONALKNOWLEDGEABOUTTHEEFFECTIVENESSISMORECOGNITIVELYSATURATEDTHANTHEEFFECTIVENESSOFTHEBEHAVIORITSELFONTHEOTHERHAND,ONEMIGHTSPECULATETHATMEASURESOFTHEEFFECTIVENESSOFEMOTIONRELATEDBEHAVIORSAREBETTERINDICATORSOFTHEACTUALEFFECTIVENESSSHOWNINREALLIFESITUATIONS,ANDSHOULDTHEREFOREALSOBEBETTERPREDICTORSOFSUCCESSFULFUNCTIONINGINEVERYDAYLIFETHANMEASURESOFTHEEMOTIONALKNOWLEDGEABOUTTHEEFFECTIVENESSOFBEHAVIORSINCONCLUSION,WETHINKTHATTHEPRESENTRESEARCHDEMONSTRATESTHATEMOTIONRELATEDBEHAVIORCANNOTONLYBEASSESSEDBYSELFESTIMATESASPERSONALITYTRAITSINTHETRADITIONALSENSEBUTALSOBYCONCEPTUALLYRELATEDBUTALSOSUFFICIENTLYDISTINCTPERFORMANCEBASEDMEASURESALTHOUGHTHEDEVELOPEDSCALESSEEMTOBEUNRELATEDTOCOGNITIVEINTELLIGENCECOMPONENTSANDQUESTIONTHEUSEOFTHETERMINTELLIGENCEFORTHEPROPOSEDEICOMPONENTS,THEESTABLISHMEN