الفهرس 
التعريف بالدراسهيوجد فقط 14 صفحة متاحة للعرض العام
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المستخلص
The concept of emotional intelligence is fairly recent. Conceptions of emotional intelligence are divided into two parts; each part belongs to a separate model. The first model (the ability model) considers emotional intelligence as a group of abilities. The second model (the mixed model) looks at emotional intelligence as a group of skills and traits.
The importance of emotional intelligence has become evident because it is essential for life success and communication with others. Emotional intelligence increases the individual’s self-confidence and makes him sociable. Emotional intelligence and academic intelligence are complementing each other; working as two faces for one coin.
Problem of the Study
The problem of the study is represented in answering the following questions:
1. Is there a significant correlation between the emotional intelligence and its main components and academic achievement for Faculty of Education students?
2. Is there a significant correlation between general intelligence and academic achievement for Faculty of Education students?
3. Are there any significant differences between second-year students (literary and science majors) and fourth-year students (literary and science majors) in the emotional intelligence scale?
4. Are there any differences between the means of scores of males and females in emotional intelligence scale?
5. Is it possible to predict general intelligence and emotional intelligence components from academic achievement for the study sample?
Goals of the Study
1. Using emotional intelligence and general intelligence scores to predict the academic achievement for Faculty of Education students (both literary and science sections)
2. Examining the differences between Faculty of Education male and female students in the emotional intelligence scores
3. Exploring the age differences in the scores of emotional intelligence and its components between the second-year and fourth-year students
4. Exploring the major or specialization (literary versus science) differences in the scores of emotional intelligence between the second-year and fourth-year students
Hypotheses of the Study
1. There is no statistically significant relationship between general intelligence and emotional intelligence components for Faculty of Education students.
2. There are no statistically significant differences in the means of scores between males and females on emotional intelligence scale and its components.
3. There are no statistically significant differences in the means of scores between literary and science majors students on emotional intelligence scale and its components.
4. There are no statistically significant differences in the means of scores between second-year and fourth-year students on emotional intelligence scores and its components.
5. Academic achievement can be predicted from students’ scores on general intelligence test and emotional intelligence test and its components for Faculty of Education students.
Sample of the Study:
The study was conducted on 357 male and female students from the second-year and fourth-year Faculty of Education students from science and literary majors (English Language, Arabic Language, and Science).
Tools of the Study:
The researcher used the following tools:
1. Emotional intelligence scale (prepared by the researcher)
2. Raven Progressive Matrices Test
Results of the Study:
1. There is a statistically significant correlation (p = .05) between the components of the emotional intelligence scale and general intelligence.
2. There are statistically significant differences between males and females in some components of emotional intelligence (motivation and social awareness) in favor of females.
3. There are statistically significant differences between literary and science majors students (Arabic Language students versus science majors) in some components of emotional intelligence (motivation, social awareness, and total score) in favor of Arabic Language major students. No significant differences were found between science major students and English language major students.
4. There are no statistically significant differences in age between second-year and fourth-year students of the English Language major except for the social skills which is statistically significant (p = .05) in favor of fourth-year students. There are no statistically significant differences in the emotional intelligence components between second-year and fourth-year students of the Arabic Language major.
5. Academic achievement can be predicted by emotional intelligence components and general intelligence with the motivation component as the best predictor. The results of this study were discussed either in agreement or disagreement with the results of other studies.