情绪智力

Psychologist,"Emotional Intelligence," Daniel Goleman, author of EQ on the five broad areas, as we can measure the general criteria: First, self-aware of emotions.

但美国心理学家、《情绪智力》的作者丹尼尔·戈尔曼对情商进行的5个方面的概括，可以作为我们衡量的大致标准：一是自我察觉情绪。

However, many teachers have no knowledge of their emotional intelligence and have no ideas of how to improve it.

然而 ，许多教师不了解自己的情绪智力，没有掌握相应的方法以提高情绪智力，由此造成一系列因情绪智力而引发的教育问题。

Emotional intelligence is the ability of assessing, expressing and controlling emotion of oneself or others.

情绪智力是对诸如自己和他人情绪的评价、表达和控制的能力。

Most kindergartener had the obvious job burnout symptom more or less, but the degree not extremely serious; 2.in the tired meter three dimensions, the emotional dries up the dimension to score points high, has the obvious symptom the population also most, next is the low achievement feeling, goes to the individuality population and the score is all lowest; 3.different rank, the disparity in age, the different teaching sonority, the different marital status kindergartner dries up in the dimension in the emotion to have the remarkable difference; 4.cartel 16 center personalities factors E, F, L, the O four factors tiredly have the remarkable influence to the kindergartener occupation; 5. Four secondary personalities factors tired all have the remarkable influence to the kindergartener occupation; 6. Kindergartener's emotion dries up differently because of the emotional intelligence total score displays the remarkable difference, the emotion dries up the degree to increase along with the emotional intelligence score drops.

调查结果表明：1、大部分幼儿教师已出现明显的职业倦怠症状，但程度并不十分严重；2、在倦怠的三个维度上，情绪枯竭维度的得分最高，出现明显症状的人数也最多，其次是低成就感，去个性化的人数和分数都最低；3、不同级别、不同年龄、不同教龄、不同婚姻状况幼儿教师在情感枯竭维度上存在着显著差异；4、卡特尔16种人格因素中的E、F、L、O四个因素对幼儿教师的职业倦怠有着显著的影响；5、四个次级人格因素对幼儿教师的职业倦怠都有着显著的影响；6、幼儿教师的情感枯竭因情绪智力的总分不同而表现出显著差异，情感枯竭程度随情绪智力分数增加而下降。

Junior high school is such a period that the emotional development of the students is very unstable, the students are experiencing exquisite physiological and psychological changes of their adolescency.

初中阶段是青少年情绪发展极不稳定的时期，他们面临着青春期剧烈的生理和心理变化，家长对子女情绪智力的培养尤其重要。

It is identical of conceptualized emotional intelligence structure and the degree of Questionnaire.

表明构想的初中生情绪智力结构与问卷的维度结构比较一致，证明根据情绪智力理论的划分有一定的科学性。

Onthe basis of literature research, it uses interview and open-end questionnaire to maketest-items according to contents and directions of emotional intelligence activities. Ituses three-rank method to set choose-items. Passed by twice pretests, it usesexploratory factor analysis to get a 47-item emotional intelligence questionnaire.

在文献研究基础上，从情绪智力概念的内涵和外延的分析出发，结合访谈和开放式问卷调查，按情绪智力活动内容和指向两个维度构建题项；在选项设置上，采用多维度的三级评分方法。

The concept of emotional intelligence is a great break in human cognition of psychical world;it complements the traditional concept of intelligence,and redresses the prevailing evaluation of intelligence.

&情绪智力&是人类对自身精神世界的认识的新突破；它弥补了传统智力概念的局限，否定了长期以来流行的智力评估的绝对权威。

Group emotional intelligence has significantly effects on group decision-making processes. High GAEI groups tend to take more cooperative behaviors and less competitive behaviors than low GAEI groups; different levels of GLEI groups have no significant differences in conflict management behavior; GEI has significant effects on group decision-making process. High GEI groups always experience less relationship conflict; take more cooperative manner, and less competiting and avoiding behaviors to solve the problems.

群体情绪智力对群体决策过程影响显著，表现在以下几个方面：不同群体平均情绪智力水平的群体在冲突管理行为上差异显著，高群体平均情绪智力的群体倾向于采取更多的合作型行为和更少的竞争型行为；不同群体领导情绪智力水平的群体在冲突管理行为上没有显著差异；群体整体情绪智力对群体决策过程的影响作用显著，高群体整体情绪智力群体拥有更低的关系冲突，倾向于更多的采取合作的方式解决问题，而较少的采用竞争和回避的方式来处理问题。

Group average emotional intelligence and the emotional intelligence levels of group leaders are correlated with group whole emotional intelligence: GAEI is positively related to group whole emotional intelligence. High GAEI groups will show a higher level of GEI in the following interactive process; Group leader emotional intelligence is positively related to the ability of group regulation of emotion. High GLEI groups will show a higher level of GROE in the following interactive process.

群体情绪智力的各个层面之间存在相关关系，表现在：群体平均情绪智力同群体整体情绪智力正相关，拥有高群体平均情绪智力的群体能够在随后的交互过程中展现出较高的群体整体情绪智力水平；群体领导情绪智力水平对群体情绪的调节能力预测作用显著，拥有高群体领导情绪智力水平的群体能够在随后的交互过程中展现出较高的群体情绪调节水平。

The split between the two groups can hardly be papered over.

这两个团体间的分歧难以掩饰。

This approach not only encourages a greater number of responses, but minimizes the likelihood of stale groupthink.

这种做法不仅鼓励了更多的反应，而且减少跟风的可能性。