The purpose of this study was to examine self-talk, year of university study, and gender as predictors of emotional intelligence in a diverse sample of 126 undergraduate participants (42 male, 84 female). Self-talk has been discussed in the literature as a means of enhancing selfawareness and self-regulation, both of which are considered important in the construct of emotional intelligence. Participants completed self-report questionnaires on selftalk and emotional intelligence. The results indicated that year of study and self-talk were significant predictors of emotional intelligence and were associated with emotional intelligence in a positive direction. Contrary to expectation, gender was not a significant predictor. The implications of the findings are discussed in terms of potential future research directions for the study of self-talk and emotional intelligence. ResumeCette 6tude avait pour but d'examiner le monologue interieur, l'ann^e d'etude et le sexe en tant que variables explicatives du quotient Emotionnel, aupr^s d'un Echantillon de 126 etudiants universitaires de premier cycle (42 hommes, 84 femmes). La litterature scientifique consid&re que le monologue interieur a pour fonction d'amEliorer la conscience de soi et la maitrise de soi, qui sont tous deux consideres comme des facteurs importants dans le construit du quotient emotionnel, Les participants ont rempli des questionnaires auto-rapportEs sur le monologue interieur et le quotient emotionnel, Les rEsultats indiquent que I'annee d'etude et le monologue intErieur constituent des variables prEdictives significatives du quotient emotionnel et qu'elles sont associEes positivement au quotient emotionnel, Contrairement aux attentes, le sexe des participants ne s'est pas revele comme prEdicteur significatif, Ces rEsultats sont discutes en termes de potentialites pour la recherche future sur l'Etude du monologue interieur et du quotient emotionnel.

Parent and teacher ratings of adaptive skills of 59 children with multiple disabilities (mean age 6 years) in a rehabilitation day treatment setting were compared. The Vineland Adaptive Behavior Scales Classroom and Survey Editions were administered to each child's teacher and mother or other primary caretaker, respectively. Correlational analyses indicated a robust relation between Vineland forms; however, mean score comparisons indicated that teachers systematically rated the children as more skilled in both the global and the specific domains of adaptive behavior than did caretakers. Sources of interrater disagreement and implications for assessment of children with multiple disabilities were discussed.

This study assessed perceived competence in 60 children, aged 8 to 13 years, who were classified into 4 carefully matched groups: (a) non-learning-disabled (non-LD), non-behavior-disordered, (b) LD, non-behavior-disordered, (c) LD with externalizing symptoms, and (d) LD with externalizing and internalizing symptoms. Results indicated that the scores of the non-behavior-disordered groups were higher than those of the behavior-disordered groups in cognitive, social, and general self-concept. The scores of the non-LD group did not differ from those of the non-behavior-disordered LD group. Correlation and regression analyses demonstrated that cognitive and social self-concept are at least as strongly related to behavioral factors as they are to achievement level. Implications for education and future research are discussed.

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