George Lucas Educational Foundation


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I personally believe that if a longitudinal study were done, IQ would be a much stronger predictor than EI of which jobs or professions people can enter. Because IQ stands as a proxy for the cognitive complexity a person can process, it should predict what technical expertise that person can master. Technical expertise, in turn, represents the major set of threshold competencies that determine whether a person can get and keep a job in a given field. IQ, then, plays a sorting function in determining what jobs people can hold. However, having enough cognitive intelligence to hold a given job does not by itself predict whether one will be a star performer or rise to management or leadership positions in one’s field....!!!

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Tina Olyai's picture
Tina Olyai
Director - Little Angels High School -Gwalior M.P.

The one place I expect we will be seeing more data showing a relationship between skills in the emotional and social arena and school performance will be in studies of children who have gone through social/emotional learning programs. These curricula give students the self-management skills they need to learn better. And so to the extent that advantage boosts learning (as opposed to IQ, which differs from learning), they should do better on academic achievement scores.
So learning seems to be another domain where EI may matter - whether more than IQ is an empirical question....?????

susan stanaway's picture
susan stanaway
Spokane, WA ; recently retired primary grade tcher; TOSA giftd n reg. class

IQ usually has an inverse correlation to EQ. However, the experience of trauma is another significant factor in the need for learning, nurturing in social and emotional skills. Since Higher IQ can intersect with trauma, there is all the more reason to keep a healthy strand of social and emotional learning going on in a classroom. Sounds as if we are in agreement. The pressure that teachers feel to meet test scoring goals puts them in a tight spot to take time for these programs. BUT leaving out the EQ structure is at the child's peril. Build the relationship foundation and the instructional results will come in with greater depth & complexity ---given the opportunity to go that route.

Kelly Johnson's picture
Kelly Johnson
Middle Grades Science

Because of varying belief systems on the origin of humans and therefore their intelligence and emotional makeup, it can be a challenge to effectively address these domains without infringing on the students' beliefs on the matter. This is an area where the evolutionary belief system and the creation belief system conflict and where a common set of sensibilities and instruction are almost impossible to reconcile. According to mainstream evolutionary theory, emotional responses (i.e. love, sympathy, etc.) and their precipitators are essentially self-serving and if not for self service will ultimately lead to one's detriment. Conversely, creationism posits emotional responses (i.e. love, sympathy, etc.) as reflective of higher order thinking in the image of the Creator with the emphasis on self-sacrifice which is the pinnacle of achievement in this arena of belief. To try and align the two systems under one instructive umbrella is a difficult proposition.

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