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Aust all OIF cuasbiall Saaally Cy paves Gates phey 23 a) agle ley CN go g pil Ny «dyna mall “Hae guage ol) Sing gelsiny! situa, gill eg Ah gall gle Canath pelts cya Balu Ratt bs Fly Dbl et Gs Ang jelly aoe) eel Abi dy silly plat seas gil Fgedeall Qaal yall pd Cob y ULI (sal tha all eASall Saat Laan .2 Cael ys 8 ally Gp aleall lec Gt yy Gal ye pAb Gb oe Aili sogtlap gil lS poly Lay LLM ge gunna ale gle agy ssi DLS ges AbD Jelaiall Sola yada gy Geli) ci gall Aya.3 AgneDlly Ryhesll Aya sual Calbabtilly AyDMall Cyeaally AW 8 gis juke 163La jad Qe alll ty cpa pelt yest ge gut gle Alb gat 4 slehS gle pA shal Co Yor gic: sully cecal Gee abel Abs ply AYLAMI 5 fa) gle CulLLally ALIS Cy 955.5 TAS og 8 AULD Gee Cadi SL) lade Gok Ge pila lays AS shalall cas 2006 ,,i2ii arell -22 abaall — Ghat Aaelp dpe i St es Fal le ell Aaa gat yall joe Litas coune de seal Leas (2000) ofl «8b Gsaes Gash 1 Adal) Han gh olSA th As Als canoe icleall aye gluyy «ana tai6s YS at Saoiall UY sit :Multi Healt Systems ( MHS) 4(3 puaiidell FB py pkey Curse gally Cul gitad Uulbll citata (1999) 9% cols ye -2 ya ata neal habe gi at cade Atal gb cual dee Ou saall ~Aaldalh “ibiaaall Lata 1 ye gall JULI" Gy ging Al pal Anabel DU peal ypllan sll clS3 (2003) eal pall ose i gane yo pall 3 oA t ays pple Alas Wiel jally Sub peall Cl ysl ine ADI y aul god Uast_aall sgl all go cyile (2002 ) agane qiin5 «uit 4 BAD Hy pace datngi 2586 AAU) Aealall Ay ald GH ob agile sal y Quill yell CDK (1992) (le pull oil wall —5 AQ7-91 co phe AN Akt 64 ge wll lS) MUL gee Bala Act 2y eal fall ust de hy tut (2002) sys game “6 Boe Aah Aggie gia tac (1994) Gyan 3h oso ep y yhll ~7 wLe catia jing dade Cre He 5a ANd CaN (1993) seal ich yall glues sue —8 (87) 7 Aas Ghd ys tgs ble les Gly pedal Gls -205~152 165Se sally egg sll Upaanill o pen gb CHAM stl (1995) clase chp ~9 Talal Gee Age og ail eggall cya Gans cal Jaog yal pat 57-27 (9) 35 Asya sll Aad! cops paall gti oll dp nailly Lge y lat! Ayadla (1995) chase cle) -10 Baa) calla yall pF MALI oye Ae cal AH] gull Gl pet Grane -2545 {6)eb 22 «(Landy ps obalolnd ja -cayaall Uys Agia ago 8) Reda 2571 pcb ge Geil Ge RES yd Bull 599 (1999) chess laa il eels (gh AL peal paigall gf Cuak ce Uys tle ys ally Mit onald utd tage gall aD "gl gin piball yell Ay jad yen sogpaall “lad Coed gees ASH tel gd Gavi (2002 ) psal_y! Aabald cca -12 es oa Hie gle RELRGal dal yo re glia by ins cd ill siggnall Shee 6 Gb ype yb gfe Hal jo ct Sl gop Ay la pl eggs ils dade dal ea Alumran, J. (2001). A neglected dimension in parenting gifted and talented children; Nurturing emotional intelligence. A paper presented at an International Conference organized by the World Council for Gifted and Talented children in Barcelona, Spain. Bar-On, R., Brown, J. M., Kirkcaldy, B. D. & ‘Thome, E. P. (2000). Emotional , expression and implications .for occupational stress; an application of the Emotional Quotient Inventory (BQ). 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The contribution of emotional intelligence to the social andacademic success of gifted adolescents by the Multifactor. Emotional Intelligence scale- Adolescent Version. . Sutarso, T. , Bagget, L. K. Surtaso, P. & Tapia, M. (1996). The effect of gender and GPA on emotional intelligence, A paper presented at the annual meeting of the Mid-South Educational Research Association. Alabama. Trinidad, D.R. & Johnson, C.A. (2002). The association between emotional intelligence and carly adolescents tobacco and alcohot use. Personality & Individual Differences. 32 (1), 95-105. -2OQSfAJ25 Bind Lanka Uae oo] Cana 595 25 168Damascus University Journal, Vol. 22, No2, 2006 Jinan LA. Aiumran SSS jjj_“_>-:-e =~: Emotional Intelligence among a Sample of Bahraini Students According to Different Levels of Academic Achievement, Gender, and Educational Level Dr. Jihan J.A. Alumran Associate Professor of Educational Psychology Psychology Department- College of Education University of Bahrain Abstract The purpose of the study was to investigate the main effect of academic achievement, gender, and educational level on measures of emotional intelligence. The Bar-Gn Emotional Quotient Inventory-Y outh Version (EQ-I: YV) was used. The results were as follows:: 1, Using One Way ANOVA, a significant main effect was found for the academic achievement level on Social Intelligence, Personal Intelligence, Emotional Management, and General Emotional latelligence. Sheffet test for post-hoc comparison found that students of higher achievement lovels performed better on these scales. . Using MANOVA, a significant main effect was found for gender and the educational level.. A significant main effect was also found for gender on Social Intelligence Scale and General Mood, . Sheffe test for post hoc comparison showed that the students of higher educational level performed better on Social Intelligence and Personal Intelligence. Regarding gender differences, females scored significantly higher than males on Soéial Intelligence, whereas males performed better than females on General Mood’. N wo cad For the paper in Arabic see pages (131-168).