摘要：To testify the contrastive properties of two combinations of Emotional Intelligence (EI) index including emotional vs. cognitive subscale dyads among one hundred and twenty university students (52 male & 68 female), this study was carried out to predict their success in their General English (GE) course during one academic semester. Datasets were obtained through a self-report Bar-On’s EI Questionnaire (1977) and mapped over the participants' academic linguistic performance through Discriminant Function Analyses (DFA) techniques within two successive phases: In the first phase, the statistical results revealed that, overall, Wilks's Lambda was significant: ᴧ= .000, ᵡ 2 (2, N= 120) = .000, p<.001. This indicated that the two predictors could differentiate between the two groups of success/non-success. In the second phase, in order to verify which combinatory subscale dyads of EI (cognitive vs. emotional) could predict success in either of success vs. non-success groups, the results obtained through Fishers' linear discriminant function was used which showed EI emotional set involving two 'assertiveness' and 'self-awareness' factors could better predict success in non-success compared with success group. Finally, possible pedagogical implications of considering university students' EI indices and their language learning as a social practice were discussed for teaching English at tertiary levels.
关键词：Emotional intelligence;Academic linguistic performance;Assertiveness;Self awareness
