emotional intelligence 中文意思是什麼

emotional intelligence 解釋
【心理學】情感智力〈指與他人交往及控制自己感情的能力等〉。

  • emotional : adj 1 情緒的，感情的。2 容易激動，易動感情的，感情脆弱的。3 感動人的，激起感情的。n ism 感情主義...
  • intelligence : n. 1. 智力，智慧，才智，聰明。2. 通知，消息。3. 情報，諜報，情報機構。4. （導引）信息，（瞄準）信號。5. 【宗教】 〈常pl. 〉神，天使。
  1. Spirituality and science beyond emotional intelligence

    超越情緒智商，邁向成功人生
  2. Discussion of basic conception of emotional intelligence

    對情緒智力概念的探討
  3. How to foster the children ' s emotional intelligence

    如何培養孩子的情緒智能
  4. The emotional intelligence of key senior high school students

    重點高中生情緒智力研究
  5. The survey for the emotional intelligence of middle school students

    關于中學生情緒智力的調查研究
  6. The ability model of emotional intelligence

    情緒智力的能力模型
  7. A study of the characteristics of the freshmen ' s emotional intelligence

    大一學生情緒智力特徵的研究
  8. Analysis on teacher ' s emotional intelligence influencing teaching effect

    教師情緒智力影響教學效果的探析
  9. A study of the characteristics of the emotional intelligence of college students

    大學生情緒智力特徵的研究
  10. Emotional intelligence eq - an overview

    情緒智能概說
  11. A brief review on baron ' s model of emotional intelligence and emotional quotient inventory

    巴昂的情緒智力模型及情商量表簡介
  12. The basic concepts in pob include confidence / self - efficacy, hope, optimism, happiness / subjective well - being and emotional intelligence, all of which are characterized as positive, independent, measurable, adaptable to human resource training and helpful to performance improvement

    其研究范疇包括信心自我效能、希望、樂觀、主觀幸福感、情緒智力等，具備積極性、獨立性、可測量性、可開發性、有助於提高工作績效等基本特徵。
  13. Through random surveys of emotional intelligence scale ( eis ) and achievement motive scale ( ams ), this essay tries to explore the differences between emotional intelligence and academic achievements of students according to whether they have been student leaders or whether they are the only child of their families, and the relationships between emotional intelligence, achievement motive and academic achievements

    摘要應用情緒智力量表（ eis ） 、成就動機量表（ ams ）等隨機調查的方式探究是否擔任過學生幹部、是否獨生子女對大學生情緒智力、成就動機、學業成績方面的影響及情緒智力與成就動機、學業成績之間的關系。
  14. The results of the study show that : ( 1 ) the self - made scale of emotional intelligence of college students is of high reliability and fair validity

    本研究結果表明： （ 1 ）自編的大學生情緒智力量表具有較高的信度和效度。
  15. According to the consequence of the study by the preliminary questionnaire, we improve the theory and frame of emotional intelligence of college students, work out the formal scale of emotional intelligence of college students, which includes self - report sub - scale and task sub - scale, and probe into the characteristics of emotional intelligence of college students with the formal scale

    根據用初測量表測定的結果，修訂了大學生情緒智力的理論結構和初測量表，形成了包括自陳式分量表和任務完成式分量表的正式的大學生情緒智力量表，並用該正式量表調查了大學生情緒智力的特點。
  16. Emotional intelligence is a big part of doing any white collar job and, so, having the emotional wit not to wind up one ' s boss into a helpless state of irritation is pretty fundamental

    在任何白領工作中，情商都是一個重要部分，因此，擁有一種情商，不讓上司陷入一種無助的憤怒狀態，是非常基本的要求。
  17. Through factor analysis, we find that emotional intelligence of college students is constructed by five major dimensions : emotional perceivability, emotional evaluation, emotional adaptability, emotional management, emotional expressiveness

    通過因素分析得到大學生情緒智力可分為五個維度：情緒覺知力、情緒評價力、情緒適應力、情緒調控力、情緒表現力。
  18. Form social intelligence to emotional intelligence - a reflection on the theories of si and ei

    對社會智力與情感智力理論的探討
  19. Employers are also looking for " soft skills " such as communication, leadership, time management and " emotional intelligence, " says the report

    報道說，僱主也在尋求交流、領導能力、時間管理和情商這些「軟技能」 。
  20. Thirdly, emotional intelligence of leaders can forecast leadership effectiveness significantly. the dimension of use of emotion facilitate performance ( uoe ) in emotional intelligence can forecast group target reached and job satisfaction. its forecasting force is 13. 5 % and 15. 5 % respectively. apprasial and recognition of emotion in others ( oea ) and regulation of emotion in the self ( roe ) can forecast cohesive forces, the ally explanation variability is 21. 5 %. oea and uoe can explain 21. 1 % of leadership ability. between them, oea has the better forecast force, the solitude explanation was 15. 4 %

    情緒智力的運用情緒提高績效維度對領導效能的團體目標達成和工作滿意度維度預測力分別為13 . 5 %和15 . 5 % ;評估和認識他人的情緒和情緒的自我調控維度對領導效能的士氣凝聚力維度的聯合預測力21 . 5 % ;評估和認識他人的情緒和運用情緒提高績效兩個維度對領導效能中的領導能力維度聯合解釋力為21 . 1 % ，其中評估和認識他人的情緒預測力為15 . 4 % 。
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