Abstract
The purpose of the study was to explore the development of children’s emotional intelligence. The study proposed that emotional intelligence contain two domains, intrapersonal emotional intelligence and interpersonal emotional intelligence, respectively, including eight skills such as emotional awareness, understanding, reasoning, judgement, expression, regulation, motivation, and reflection. The study used the Self-Report Scale of Children’s Emotional Thinking and the Situational Test of Children’s Emotional Thinking to measure 605 2nd, 4th, and 6th graders in Taiwan with a cross-sectional method. The main findings were as follows: (1) The relationship between intrapersonal emotional intelligence and interpersonal emotional intelligence was significantly positive. (2) The abilities of children’s emotional motivation, reflection and reasoning were higher than their emotional expression ability. (3) The emotional intelligence of girls was significantly higher than boys’. (4) The emotional intelligence of 4th and 6th graders was significantly higher than 2nd graders’. (5) The relationship between intelligence score and emotional intelligence score of children was positive. (6) Both the intelligence score and emotional intelligence score were significant predictors of children’s school academic score, especially the intelligence score.
| Keywords: | emotional intelligence; intrapersonal emotional intelligence; interpersonal emotional intelligence; development of children’s emotional intelligence |
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