This study examined the relationship between trait emotional intelligence (EI) with children's socio-emotional adjustment at school and academic achievement. Children aged 8 to 10 (n = 106) and 11 to 13 years (n = 99) completed the youth version of the Emotional Quotient Inventory (EQ-i: YV). Their socio-emotional adjustment was measured with scales from the Teacher's Report Form assessing socio-emotional problems and adaptive functioning at school. Trait EI was positively correlated with aspects of children's adaptive functioning and academic achievement only in the 11-to 13-year-old but not in the 8-to 10-year-old group. Our results illustrate the importance of taking age into consideration when assessing the relationship between trait EI with socio-emotional adjustment at school and academic achievement. The consequences and limitations of these findings are discussed. RésuméL'étude porte sur la relation entre l'intelligence émotionnelle [IE], comme un trait de personnalité, avec l'adaptation socio-affective des enfants à l'école et aussi leur réussite scolaire. Enfants âgés de 8 à 10 (n = 106) et de 11 à 13 ans (n = 99) ont complété la version pour les jeunes du Emotional Quotient Inventory (EQ-i:YV). Fonctionnement socio-affectif a été mesuré par les échelles du Teacher's Report Form qui examinent les

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Anticipatory processing (AP) is a repetitive thinking style associated with social anxiety that has been understudied relative to other similar constructs (e.g., rumination, worry). The primary goal of this study was the development and evaluation of the Positive Beliefs about Anticipatory Processing Questionnaire (PB-APQ) with a sample of 301 undergraduate students. Further, it was predicted that anticipatory processing would mediate the relationship between positive beliefs about anticipatory processing and social interaction anxiety. The findings from this study suggest that PB-APQ is a valid and reliable construct. Anticipatory processing was shown to partially mediate the relationship between positive beliefs about anticipatory processing and social interaction anxiety. The results provide initial evidence for the suggestion that individuals who tend to hold positive beliefs about anticipatory processing tend to engage in anticipatory processing, which may increase social interaction anxiety.

Implications of these findings are discussed.

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