engleski

Emotional Intelligence, Linguistic Intelligence and Linguistic Performance

The aim of this paper is to investigate the relationship between emotional intelligence, linguistic intelligence and linguistic performance among proficient Croatian students of English. Other research goals are to determine which of these predicts linguistic performance better. Furthermore, elements of emotional intelligence based on research done by Saklofske, Austin, and Miniski (2003) and Salovey and Mayer (1989-1990) are put to the test with the purpose of determining which (if any) contribute significantly to linguistic performance. Finally, the research aims to investigate differences in tests between men and women, as well as students enrolled in various graduate programs. In order to achieve this, three questionnaires were used: Schutte Self Report Emotional Intelligence (SSREI) (Schutte, et al. 1998), a linguistic intelligence test which was a part of Nail’s multiple intelligence questionnaire (Douglas 2002), and a questionnaire designed to test linguistic performance. All data was statistically analyzed. The results show that there is a positive correlation between the three elements, and that linguistic performance is best predicted by emotional intelligence. Moreover, two elements based on the views of Saklofske, Austin, and Miniski (2003) and Salovey and Mayer (1989-1990) were found to impact the overall linguistic performance, Optimism/ mood regulation and ERS (Emotional Regulation of the Self). Women obtained better scores in most areas, except linguistic performance where men performed better. Regarding graduate programs, student majoring in Literature and Culture had higher scores than students majoring in Teaching while students majoring in Translation scored higher than any other group ; however, all the differences between men and women as well as the study groups were found to be statistically insignificant.

emotional intelligence, linguistic intelligence, linguistic performance

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