The present study was designed to investigate power of E.Q and demographics in predicting of academic achievement in gifted student. The basic assumption was to examine whether E.Q, its different components, and demographics could predict academic achievement. The sample group was 60 gifted girls selected randomly from tow secondary centers. The instruments used were Bar- On and demographic questionnaires. Pearson coefficient and backward multiple regression were used for analyzing of data. Result revealed that there is not significant relation between total E.Q and academic achievement, while significant relation were found between one category of E.Q (adjustment) and two components of this category (problem solving and reality testing) with academic achievement. Result on multiple regression analysis showed that, three components of E.Q (problem solving, reality testing and stress tolerance) and one demographic variable (birth order) were the most important for prediction of academic achievement (r=0.59, r2=0.35, p
Laliphaz, A., & askari, A. (2008). The Power of Emotional Intelligence and Demographics for Prediction of Academic Achievement in Gifted Students. Research in Clinical Psychology and Counseling, 09(1), -. doi: 10.22067/ijap.v9i1.6824
MLA
Ahmad Laliphaz; abas askari. "The Power of Emotional Intelligence and Demographics for Prediction of Academic Achievement in Gifted Students". Research in Clinical Psychology and Counseling, 09, 1, 2008, -. doi: 10.22067/ijap.v9i1.6824
HARVARD
Laliphaz, A., askari, A. (2008). 'The Power of Emotional Intelligence and Demographics for Prediction of Academic Achievement in Gifted Students', Research in Clinical Psychology and Counseling, 09(1), pp. -. doi: 10.22067/ijap.v9i1.6824
VANCOUVER
Laliphaz, A., askari, A. The Power of Emotional Intelligence and Demographics for Prediction of Academic Achievement in Gifted Students. Research in Clinical Psychology and Counseling, 2008; 09(1): -. doi: 10.22067/ijap.v9i1.6824
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