Three types of intelligences and their relationship to students’ school performance

Abstract

The contribution examines three types of intelligences (emotional, social and general) in relation to school performance of secondary school students (N=169). Empirical analysis indicated its zero to weak negative correlations (0.01≤R≤0.30) with factors, dimensions and global emotional intelligence measured by the Trait Emotional Intelligence Questionnaire-Adolescence Form (TEIQue–AF, Petrides, 2001) and weak negative correlations (0.18≤R≤0.29) with dimensions of social intelligence measured by The Tromso Social Intelligence Scale (TSIS, Silver, et al., 2001). On the other hand, the general intellect assessed by the non–verbal standardized Test of Intellectual Potential (TIP, Říčan, 1971) had a moderately negative relationship with school performance expressed by an average of marks in Mathematics (R=–0.39**).